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/


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/

International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study


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/


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/


TIMSS: Distribution of 4th Grade Mathematics Scores: 5th Percentile Score

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/


TIMSS: Distribution of 4th Grade Mathematics Scores: 10th Percentile Score

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/


TIMSS: Distribution of 4th Grade Mathematics Scores: 25th Percentile Score

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/


TIMSS: Distribution of 4th Grade Mathematics Scores: 50th Percentile Score

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/


TIMSS: Distribution of 4th Grade Mathematics Scores: 75th Percentile Score

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/


TIMSS: Distribution of 4th Grade Mathematics Scores: 90th Percentile Score

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/


TIMSS: Distribution of 4th Grade Mathematics Scores: 95th Percentile Score

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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


TIMSS: Distribution of 8th Grade Mathematics Scores: 5th Percentile Score

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/


TIMSS: Distribution of 8th Grade Mathematics Scores: 10th Percentile Score

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/


TIMSS: Distribution of 8th Grade Mathematics Scores: 25th Percentile Score

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/


TIMSS: Distribution of 8th Grade Mathematics Scores: 50th Percentile Score

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/


TIMSS: Distribution of 8th Grade Mathematics Scores: 75th Percentile Score

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/


TIMSS: Distribution of 8th Grade Mathematics Scores: 90th Percentile Score

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/


TIMSS: Distribution of 8th Grade Mathematics Scores: 95th Percentile Score

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/


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/


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’s physical characteristics, processes, and history and show knowledge of Earth’s 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/


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’s physical characteristics, processes, and history and show knowledge of Earth’s 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/


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’s physical characteristics, processes, and history and show knowledge of Earth’s 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/


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/


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/


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/


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/


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’ and organisms’ 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’s 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/


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’ and organisms’ 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’s 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/


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’ and organisms’ 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’s 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/


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’s 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/


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’s 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/


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’s 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/


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/


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/


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/


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/


TIMSS: Distribution of 4th Grade Science Scores: 5th Percentile Score

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/


TIMSS: Distribution of 4th Grade Science Scores: 10th Percentile Score

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/


TIMSS: Distribution of 4th Grade Science Scores: 25th Percentile Score

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/


TIMSS: Distribution of 4th Grade Science Scores: 50th Percentile Score

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/


TIMSS: Distribution of 4th Grade Science Scores: 75th Percentile Score

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/


TIMSS: Distribution of 4th Grade Science Scores: 90th Percentile Score

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/


TIMSS: Distribution of 4th Grade Science Scores: 95th Percentile Score

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/


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/


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’s structure, physical features, and processes. They demonstrate knowledge of the Earth’s 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/


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’s structure, physical features, and processes. They demonstrate knowledge of the Earth’s 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/


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’s structure, physical features, and processes. They demonstrate knowledge of the Earth’s 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/


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/


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/


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/


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/


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’s physical features, processes, cycles, and history, and show some understanding of Earth’s 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/


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’s physical features, processes, cycles, and history, and show some understanding of Earth’s 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/


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’s physical features, processes, cycles, and history, and show some understanding of Earth’s 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/


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/


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/


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/


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/


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/


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/


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/


TIMSS: Distribution of 8th Grade Science Scores: 5th Percentile Score

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/


TIMSS: Distribution of 8th Grade Science Scores: 10th Percentile Score

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/


TIMSS: Distribution of 8th Grade Science Scores: 25th Percentile Score

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/


TIMSS: Distribution of 8th Grade Science Scores: 50th Percentile Score

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/


TIMSS: Distribution of 8th Grade Science Scores: 75th Percentile Score

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/


TIMSS: Distribution of 8th Grade Science Scores: 90th Percentile Score

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/


TIMSS: Distribution of 8th Grade Science Scores: 95th Percentile Score

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/


Lead time to export, median case (days)

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.

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.


Lead time to import, median case (days)

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.


Efficiency of the clearance process, rank (1=highest performer)

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.

World Bank Logistics Performance Index Surveys. Data and methodology are available at: http://www.worldbank.org/lpi


Logistics performance index: Efficiency of customs clearance process (1=low to 5=high)

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.

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.


Quality- of trade and transport-related infrastructure, rank (1=highest performer)

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.


Logistics performance index: Quality of trade and transport-related infrastructure (1=low to 5=high)

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.


Ease of arranging competitively priced international shipments, rank (1=highest performer)

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.


Logistics performance index: Ease of arranging competitively priced shipments (1=low to 5=high)

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.


Competence and quality of logistics services, rank (1=highest performer)

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.


Logistics performance index: Competence and quality of logistics services (1=low to 5=high)

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.


Logistics performance index: Overall rank (1=highest performance)

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.


Logistics performance index: Overall rank (1=highest performance), lower bound

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’s 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’s LPI rank. Upper bounds for LPI ranks are calculated by increasing a country’s 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.


Logistics performance index: Overall rank (1=highest performance), upper bound


Logistics performance index: Percent of highest performer)

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.


Logistics performance index: Overall (1=low to 5=high)

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.
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. 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.
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 included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report.


Logistics performance index: Overall score (1=low to 5=high), lower bound

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’s 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’s LPI score and rank. Upper bounds for LPI scores are calculated by increasing a country’s 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.


Logistics performance index: Overall score (1=low to 5=high), upper bound


Frequency with which shipments reach consignee within scheduled or expected time, rank (1=highest performer)

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.


Logistics performance index: Frequency with which shipments reach consignee within scheduled or expected time (1=low to 5=high)

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.


Ability to track and trace consignments, rank (1=highest performer)

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.


Logistics performance index: Ability to track and trace consignments (1=low to 5=high)

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.


Made a digital merchant payment for the first time after COVID-19 started (% age 15+)

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.


Made a digital merchant payment for the first time after COVID-19 started (% who made a digital merchant payment, age 15+)

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.


Made a digital merchant payment (% age 15+)

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.


Made a digital merchant payment, female (% age 15+)

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+)


Made a digital merchant payment, urban (% age 15+)

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+)


Made a digital merchant payment, out of labor force (% age 15+)

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+)


Made a digital merchant payment, in labor force (% age 15+)

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+)


Made a digital merchant payment, male (% age 15+)

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+)


Made a digital merchant payment, young (% ages 15-24)

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)


Made a digital merchant payment, older (% age 25+)

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+)


Made a digital merchant payment, primary education or less (% ages 15+)

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+)


Made a digital merchant payment, secondary education or more (% ages 15+)

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+)


Made a digital merchant payment, income, poorest 40% (% ages 15+)

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+)


Made a digital merchant payment, income, richest 60% (% ages 15+)

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+)


Made a digital merchant payment, rural (% age 15+)

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+)


Sustainable Economic Opportunity

Public Management:  Within this subcategory the Ibrahim Index measures: (i) Quality of Public Administration – 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 – 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 – 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 – total budget revenue as a proportion of total budget expenditure (OD). (v) Ratio of Budget Deficit or Surplus to GDP – budget deficit or budget surplus as a proportion of Gross Domestic Product. (vi) Management of  Public Debt – 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 – annual average change in the consumer price index. (viii) Ratio of External Debt Service to Exports – total external debt service due, expressed as a proportion of exports of goods, non-factor services, income and workers’ remittances. (ix) Imports Covered by Reserves – period of time that imports could be paid for by foreign exchange reserves. (x) Statistical Capacity – 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.

Mo Ibrahim Foundation, electronic files and web site.


Human Development

Health and Welfare: Within this sub-category the Ibrahim Index measures: (i) Incidence of TB – incidence of new cases of Tuberculosis. (ii) Child Mortality – 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 – proportion of one year olds (children aged 12–23 months) who have received one dose of measles vaccine. (iv) Immunisation against DTP – proportion of one year olds (children aged 12–23 months) who have received three doses of DTP vaccine. (v) Welfare Regime – equality of access to social safety nets that compensate for poverty and other risks. (vi) Social Protection and Labour – 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 – extent to which significant parts of society are isolated due to poverty and inequality. (viii) Antiretroviral Treatment Provision – 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 – HIV positive pregnant women who received antiretroviral treatment (ART) to reduce the risk of mother-to-child transmission. (x) Access to Piped Water – proportion of the population with access to water piped into their dwelling or just outside it. (xi) Access to Improved Water – proportion of the population with access to a water source protected from outside contamination. (xii) Access to Improved Sanitation – proportion of the population served with a sanitation facility that hygienically separates human excreta from human contact. (xiii) Open Defecation Sanitation – proportion of the population forced to dispose of human faeces in open bodies of water or outdoor open spaces.


Participation and Human Rights

Participation: Within this sub-category the Ibrahim Index measures: (i) Political Participation – extent to which citizens have relevant information and the freedom to participate in the political process. (ii) Effective Power to Govern – 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 – extent to which leaders are determined by free and fair elections. (iv)  Electoral Self-determination – right of citizens to freely decide their political system and leadership. (v) Free and Fair Executive Elections – integrity of executive elections.


Safety and Rule of Law

Personal Safety:  Within this sub-category the Ibrahim Index measures: (i) Safety of the Person – level of criminality in a country. (ii) Violent Crime – prevalence of violent crime, both organised and common. (iii) Social Unrest – prevalence of violent social unrest. (iv) Human Trafficking – government efforts to combat human trafficking. (v) Domestic Political Persecution – clustered indicator (an average) of the following variables: Physical Integrity Rights Index – government respect for citizens’ rights to freedom from torture, extrajudicial killing, political imprisonment, and disappearance.  Political Terror Scale – levels of state-instigated political violence and terror.


Overall Mo Ibrahim index

Measures overall index on (a) Safety and rule of law (b) Participation and human rights (c) Sustainable Economic  opportunity and (d) Human development.


Mobile money account (% age 15+)

The percentage of respondents who report personally using a mobile money service in the past year.


Mobile money account, female (% age 15+)

The percentage of respondents who report personally using a mobile money service in the past year, female (% age 15+)


Mobile money account, urban (% age 15+)

The percentage of respondents who report personally using a mobile money service in the past year, urban (% age 15+)


Mobile money account, out of labor force (% age 15+)

The percentage of respondents who report personally using a mobile money service in the past year, out of labor force (% age 15+)


Mobile money account, in labor force (% age 15+)

The percentage of respondents who report personally using a mobile money service in the past year, in labor force (% age 15+)


Mobile money account, male (% age 15+)

The percentage of respondents who report personally using a mobile money service in the past year, male (% age 15+)


Mobile money account, young (% ages 15-24)

The percentage of respondents who report personally using a mobile money service in the past year, young (% ages 15-24)


Mobile money account, older (% age 25+)

The percentage of respondents who report personally using a mobile money service in the past year, older (% age 25+)


Mobile money account, primary education or less (% ages 15+)

The percentage of respondents who report personally using a mobile money service in the past year, primary education or less (% ages 15+)


Mobile money account, secondary education or more (% ages 15+)

The percentage of respondents who report personally using a mobile money service in the past year, secondary education or more (% ages 15+)


Mobile money account, income, poorest 40% (% ages 15+)

The percentage of respondents who report personally using a mobile money service in the past year, poorest 40% (% ages 15+)


Mobile money account, income, richest 60% (% ages 15+)

The percentage of respondents who report personally using a mobile money service in the past year, richest 60% (% ages 15+)


Mobile money account, rural (% age 15+)

The percentage of respondents who report personally using a mobile money service in the past year, rural (% age 15+)


Arms imports (SIPRI trend indicator values)

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.

Stockholm International Peace Research Institute (SIPRI), Arms Transfers Programme (http://portal.sipri.org/publications/pages/transfer/splash).


Armed forces personnel, total

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.

International Institute for Strategic Studies, The Military Balance.


Armed forces personnel (% of total labor force)

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.


Military expenditure (current USD)

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).

Stockholm International Peace Research Institute (SIPRI), Yearbook: Armaments, Disarmament and International Security.


Military expenditure (current LCU)

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.)


Military expenditure (% of general government expenditure)


Arms exports (SIPRI trend indicator values)

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


GDP on Accommodation & Food Beverages Activity Sector (in IDR Million), SNA 2008, Current Price

Indonesia Database for Policy and Economic Research


GDP on Accommodation & Food Beverages Activity Sector (in IDR Million), SNA 2008, Constant Price


GDP on Agriculture Sector (in IDR Million), Current Price

BADAN PUSAT STATISTIK - Statistics Indonesia


GDP on Agriculture Sector (in IDR Million), Constant Price


GDP on Agriculture, Forestry & Fisheries Sector (in IDR Million), SNA 2008, Current Price


GDP on Agriculture, Forestry & Fisheries Sector (in IDR Million), SNA 2008, Constant Price


GDP on Business Services Sector (in IDR Million), SNA 2008, Current Price


GDP on Business Services Sector (in IDR Million), SNA 2008, Constant Price


GDP on Construction Sector (in IDR Million), Current Price

Construction is an economic activity which produces physical structures. Physical 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. Construction activities include: planning; preparation; execution; demolition; repairs and maintenance; and construction.


GDP on Construction Sector (in IDR Million), Constant Price


GDP on Construction Sector (in IDR Million), SNA 2008, Current Price


GDP on Construction Sector (in IDR Million), SNA 2008, Constant Price


GDP on Education Services Sector (in IDR Million), SNA 2008, Current Price


GDP on Education Services Sector (in IDR Million), SNA 2008, Constant Price


GDP on Electricity & Gas Supply Sector (in IDR Million), SNA 2008, Current Price


GDP on Electricity & Gas Supply Sector (in IDR Million), SNA 2008, Constant Price


Total GDP excluding Oil and Gas (in IDR Million), Current Price


Total GDP excluding Oil and Gas (in IDR Million), Constant Price


GDP on Financial Service Sector (in IDR Million), Current Price


GDP on Financial Service Sector (in IDR Million), Constant Price


GDP on Financial & Insurance Activity Sector (in IDR Million), SNA 2008, Current Price


GDP on Financial & Insurance Activity Sector (in IDR Million), SNA 2008, Constant Price


GDP on Human Health & Social Work Activity Sector (in IDR Million), SNA 2008, Current Price


GDP on Human Health & Social Work Activity Sector (in IDR Million), SNA 2008, Constant Price