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

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


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

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


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

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


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


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

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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

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


Total net attendance rate, primary, female (%)


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


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


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


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


Total net attendance rate, primary, male (%)


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Total net attendance rate, upper secondary, middle quintile, both sexes (%)


Total net attendance rate, upper secondary, middle quintile, female (%)


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


Total net attendance rate, upper secondary, middle quintile, adjusted gender parity index (GPIA)


Total net attendance rate, upper secondary, middle quintile, adjusted location parity index (LPIA)


Total net attendance rate, upper secondary, middle quintile, male (%)


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


Total net attendance rate, upper secondary, fourth quintile, both sexes (%)


Total net attendance rate, upper secondary, fourth quintile, female (%)


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


Total net attendance rate, upper secondary, fourth quintile, adjusted gender parity index (GPIA)


Total net attendance rate, upper secondary, fourth quintile, adjusted location parity index (LPIA)


Total net attendance rate, upper secondary, fourth quintile, male (%)


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


Total net attendance rate, upper secondary, richest quintile, both sexes (%)


Total net attendance rate, upper secondary, richest quintile, female (%)


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


Total net attendance rate, upper secondary, richest quintile, adjusted gender parity index (GPIA)


Total net attendance rate, upper secondary, richest quintile, adjusted location parity index (LPIA)


Total net attendance rate, upper secondary, richest quintile, male (%)


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


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


Total net attendance rate, upper secondary, rural, female (%)


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


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


Total net attendance rate, upper secondary, rural, male (%)


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


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


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


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


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


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


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


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


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


Total net attendance rate, upper secondary, rural, middle quintile, both sexes (%)


Total net attendance rate, upper secondary, rural, middle quintile, female (%)


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


Total net attendance rate, upper secondary, rural, middle quintile, male (%)


Total net attendance rate, upper secondary, rural, fourth quintile, both sexes (%)


Total net attendance rate, upper secondary, rural, fourth quintile, female (%)


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


Total net attendance rate, upper secondary, rural, fourth quintile, male (%)


Total net attendance rate, upper secondary, rural, richest quintile, both sexes (%)


Total net attendance rate, upper secondary, rural, richest quintile, female (%)


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


Total net attendance rate, upper secondary, rural, richest quintile, male (%)


Total net attendance rate, upper secondary, rural, adjusted wealth parity index (WPIA)


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


Total net attendance rate, upper secondary, urban, female (%)


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


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


Total net attendance rate, upper secondary, urban, male (%)


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


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


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


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


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


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


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


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


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


Total net attendance rate, upper secondary, urban, middle quintile, both sexes (%)


Total net attendance rate, upper secondary, urban, middle quintile, female (%)


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


Total net attendance rate, upper secondary, urban, middle quintile, male (%)


Total net attendance rate, upper secondary, urban, fourth quintile, both sexes (%)


Total net attendance rate, upper secondary, urban, fourth quintile, female (%)


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


Total net attendance rate, upper secondary, urban, fourth quintile, male (%)


Total net attendance rate, upper secondary, urban, richest quintile, both sexes (%)


Total net attendance rate, upper secondary, urban, richest quintile, female (%)


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


Total net attendance rate, upper secondary, urban, richest quintile, male (%)


Total net attendance rate, upper secondary, urban, adjusted wealth parity index (WPIA)


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


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

The number of children of the age one year before the official entry age to primary education who participate in an organized learning programme expressed as a percentage of the total population of the same age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


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

The number of female children of the age one year before the official entry age to primary education who participate in an organized learning programme expressed as a percentage of the total population of the same age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


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


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

The number of male children of the age one year before the official entry age to primary education who participate in an organized learning programme expressed as a percentage of the total population of the same age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Total net enrolment rate, primary, both sexes (%)

Total number of students of the official age group for primary education who are enrolled in any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for primary education who are enrolled in any level of education by the population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for primary education is due to enrolment in pre-primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.


Total net enrolment rate, primary, female (%)

Total number of female students of the official age group for primary education who are enrolled in any level of education, expressed as a percentage of the corresponding female population. Divide the total number of female students in the official school age range for primary education who are enrolled in any level of education by the female population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for primary education is due to enrolment in pre-primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.


Total net enrolment rate, primary, gender parity index (GPI)

Ratio of female total net enrolment rate for primary to the male total net enrolment rate for primary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.


Total net enrolment rate, primary, male (%)

Total number of male students of the official age group for primary education who are enrolled in any level of education, expressed as a percentage of the corresponding male population. Divide the total number of male students in the official school age range for primary education who are enrolled in any level of education by the male population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for primary education is due to enrolment in pre-primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.


Total net enrolment rate, lower secondary, both sexes (%)

Total number of students of the official age group for lower secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are enrolled in any level of education by the population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for lower secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.


Total net enrolment rate, lower secondary, female (%)

Total number of female students of the official age group for lower secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding female population. Divide the total number of female students in the official school age range for lower secondary education who are enrolled in any level of education by the female population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for lower secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.


Total net enrolment rate, lower secondary, gender parity index (GPI)

Ratio of female total net enrolment rate for lower secondary to the male total net enrolment rate for lower secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.


Total net enrolment rate, lower secondary, male (%)

Total number of male students of the official age group for lower secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding male population. Divide the total number of male students in the official school age range for lower secondary education who are enrolled in any level of education by the male population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for lower secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.


Total net enrolment rate, upper secondary, both sexes (%)

Total number of students of the official age group for upper secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are enrolled in any level of education by the population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for upper secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes. For more information, consult the UIS website: http://www.uis.unesco.org/Education/


Total net enrolment rate, upper secondary, female (%)

Total number of female students of the official age group for upper secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding female population. Divide the total number of female students in the official school age range for upper secondary education who are enrolled in any level of education by the female population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for upper secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes. For more information, consult the UIS website: http://www.uis.unesco.org/Education/


Total net enrolment rate, upper secondary, gender parity index (GPI)

Ratio of female total net enrolment rate for upper secondary to the male total net enrolment rate for upper secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females. For more information, consult the UIS website: http://www.uis.unesco.org/Education/


Total net enrolment rate, upper secondary, male (%)

Total number of male students of the official age group for upper secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding male population. Divide the total number of male students in the official school age range for upper secondary education who are enrolled in any level of education by the male population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for upper secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes. For more information, consult the UIS website: http://www.uis.unesco.org/Education/


Percentage of pupils enrolled in primary education who are at least 2 years over-age for their current grade, both sexes (%)

Percentage of pupils in primary education who are at least 2 years above the intended age for their grade. The intended age for a given grade is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. A low value of this indicator will show that the majority of students start school on time and progress with minimum levels of grade repetition. Late school entry and significant grade repetition exacerbate over-age progression and should be discouraged as both are associated with lower levels of student learning achievement. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Percentage of pupils enrolled in primary education who are at least 2 years over-age for their current grade, female (%)


Percentage of pupils enrolled in primary education who are at least 2 years over-age for their current grade, adjusted gender parity index (GPIA)

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


Percentage of pupils enrolled in primary education who are at least 2 years over-age for their current grade, male (%)


Percentage of pupils enrolled in lower secondary general education who are at least 2 years over-age for their current grade, both sexes (%)

Percentage of pupils in each level of education (primary and lower secondary general education) who are at least 2 years above the intended age for their grade. The intended age for a given grade is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade. The value is calculated as the sum of enrolments across all grades in the given level of education which are 2 or more years older than the intended age for the given grade is expressed as a percentage of the total enrolment in the given level of education. A low value of this indicator will show that the majority of students start school on time and progress with minimum levels of grade repetition. Late school entry and significant grade repetition exacerbate over-age progression and should be discouraged as both are associated with lower levels of student learning achievement. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Percentage of pupils enrolled in lower secondary general education who are at least 2 years over-age for their current grade, female (%)


Percentage of pupils enrolled in lower secondary general education who are at least 2 years over-age for their current grade, adjusted gender parity index (GPIA)


Percentage of pupils enrolled in lower secondary general education who are at least 2 years over-age for their current grade, male (%)


Volume of official development assistance flows for scholarships by sector and type of study, constant US$

Gross disbursements of total official development assistance (ODA) for scholarships in donor countries expressed in US dollars at the average annual exchange rate. Scholarships are financial aid awards for individual students and contributions to trainees. The beneficiary students and trainees are nationals of developing countries. Financial aid awards include bilateral grants to students in institutions of higher education following full-time studies or training courses in the donor country. Administrative data from donor countries and other aid providers on gross disbursements of total official development assistance to education are compiled by the Development Assistance Committee (DAC) of the Organization for Economic Co-operation and Development from returns submitted by its member countries and other aid providers. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Total outbound internationally mobile tertiary students studying abroad, all countries, both sexes (number)

Students who have crossed a national or territorial border for the purpose of education and are now enrolled outside their country of origin.


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

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


Out-of-school children and adolescents of primary and lower secondary school age, female (number)


Out-of-school children and adolescents of primary and lower secondary school age, male (number)


Out-of-school children, adolescents and youth of primary and secondary school age, both sexes (number)

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


Out-of-school children, adolescents and youth of primary and secondary school age, female (number)


Out-of-school children, adolescents and youth of primary and secondary school age, male (number)


Out-of-school adolescents of lower secondary school age, both sexes (number)

Total number of lower secondary school age adolescents who are not enrolled in lower secondary education.


Out-of-school adolescents of lower secondary school age, female (number)

Total number of female lower secondary school age adolescents who are not enrolled in lower secondary education.


Out-of-school adolescents of lower secondary school age, male (number)

Total number of male lower secondary school age adolescents who are not enrolled in lower secondary education.


Out-of-school adolescents and youth of secondary school age, both sexes (number)

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


Out-of-school adolescents and youth of secondary school age, female (number)


Out-of-school adolescents and youth of secondary school age, male (number)


Out-of-school youth of upper secondary school age, both sexes (number)

Total number of upper secondary school age youth who are not enrolled in upper secondary education.


Out-of-school youth of upper secondary school age, female (number)

Total number of upper secondary school age female youth who are not enrolled in upper secondary education.


Out-of-school youth of upper secondary school age, male (number)

Total number of upper secondary school age male youth who are not enrolled in upper secondary education.


Out-of-school children, one year younger than official primary entry age, both sexes (number)

Number of children one year before primary entry age who are not enrolled or attending pre-primary education during in a given academic year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Out-of-school children, one year younger than official primary entry age, female (number)


Out-of-school children, one year younger than official primary entry age, male (number)


Outbound mobility ratio, all regions, both sexes (%)

Number of students from a given country studying abroad as a percentage of the total tertiary enrolment in that country.


Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, both sexes (%)

Number of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being divided by the total number of children aged 24 to 59 months in the population multiplied by 100. The higher the combined score represented by the indicator is, the higher the percentage of kids ready to start primary education. Data are based on UNICEF's Early Childhood Development Index (ECDI). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, female (%)


Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, adjusted gender parity index (GPIA)


Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, male (%)


Percentage of students experiencing bullying in the last 12 months, both sexes (%)

Percentage of students who, during a school year, were physically attacked, participated in a physical fight, experiencing bullying, corporal punishment, harassment, sexual discrimination or abuse. Bullying, includes verbal and relational abuse. This indicator intends to measure experiences related to bullying such as being called by an offensive nickname, being threatened to be hurt, or other students posting offensive pictures or texts about them. Bullying has been linked to reduce academic and health outcomes for victims and for perpetrators. The figure is calculated as the number of students in a given level of education reporting that they have experienced any of the different types of violence or abuse in the past year expressed as a percentage of all students at the same level of education. Data for this indicator may come from two different school based surveys coordinated by the World Health Organization (WHO): a) The Global School-based Student Health Survey (GSHS) developed by the World Health Organization (WHO) and the US Center for Disease Control and Prevention (CDC) in collaboration with UNICEF, UNESCO, and UNAIDS. The GSHS is conducted primarily among students aged 13-17 years and has a global coverage; b) The Health Behaviour in School-aged Children (HBSC) study is a WHO collaborative cross-national study of adolescents' health and well-being administered in schools every four years and using a questionnaire for 11-, 13- and 15-year-olds. In addition, data points could be reported using student background data from international student assessments. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


Percentage of students experiencing bullying in the last 12 months, female (%)


Percentage of students experiencing bullying in the last 12 months, adjusted gender parity index (GPIA)

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


Percentage of students experiencing bullying in the last 12 months, high socio-economic status, both sexes (%)


Percentage of students experiencing bullying in the last 12 months, low socio-economic status, both sexes (%)


Percentage of students experiencing bullying in the last 12 months, male (%)


Percentage of students experiencing bullying in the last 12 months, non-immigrant background, both sexes (%)


Percentage of students experiencing bullying in the last 12 months, immigrant background, both sexes (%)


Percentage of students experiencing bullying in the last 12 months, adjusted native parity index (NPIA)

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


Percentage of students experiencing bullying in the last 12 months, adjusted wealth parity index (WPIA)

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


Participants in literacy programmes as a % of the illiterate population, both sexes

Number of youth (aged 15-24 years) and adults (aged 15 years and older) participating in literacy programmes expressed as a percentage of the illiterate population of the same age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Participants in literacy programmes as a % of the illiterate population, female


Participants in literacy programmes as a % of the illiterate population, male


Percentage of children under 5 years experiencing positive and stimulating home learning environments, both sexes (%)

Percentage of children aged 36-59 months who live in households where their mother, father or other adult household members engage with them in the following types of activities: reading or looking at picture books; telling stories; singing songs; taking children outside the home; playing; and naming, counting and/or drawing. The indicators aims to evaluate learning environment to ensure that it promotes and does not harm children's development. Source data are from household surveys with measures of positive and stimulating home learning environments for young children, which have been used in multiple countries and are available from surveys and assessments, including the Multiple Indicator Cluster Surveys (MICS), Programa Regional de Indicadores de Desarrollo Infantil (PRIDI) in Latin America, Young Lives and others. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


Percentage of children under 5 years experiencing positive and stimulating home learning environments, female (%)


Percentage of children under 5 years experiencing positive and stimulating home learning environments, adjusted gender parity index (GPIA)


Percentage of children under 5 years experiencing positive and stimulating home learning environments, adjusted location parity index (LPIA)

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


Percentage of children under 5 years experiencing positive and stimulating home learning environments, male (%)


Percentage of children under 5 years experiencing positive and stimulating home learning environments, rural (%)


Percentage of children under 5 years experiencing positive and stimulating home learning environments, urban (%)


Percentage of children under 5 years experiencing positive and stimulating home learning environments, adjusted wealth parity index (WPIA)


Percentage of children under 5 years experiencing positive and stimulating home learning environments, poorest quintile (%)


Percentage of children under 5 years experiencing positive and stimulating home learning environments, richest quintile (%)


Percentage of enrolment in early childhood education programmes in private institutions (%)

Total number of students in early childhood education programmes enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in early childhood education programmes. Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years; and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1.


Percentage of enrolment in early childhood educational development programmes in private institutions (%)

Total number of students in early childhood educational development programmes enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in early childhood educational development programmes. Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years; and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1.


Percentage of enrolment in lower secondary education in private institutions (%)

Total number of students in lower secondary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in lower secondary education.


Percentage of enrolment in upper secondary education in private institutions (%)

Total number of students in upper secondary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in upper secondary education.


Percentage of enrolment in post-secondary non-tertiary education in private institutions (%)

Total number of students in post-secondary non-tertiary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in post-secondary non-tertiary education.


Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, both sexes (%)

Percentage of youth and adults in a given age range (e.g. 15-24 years, 25-64 years, etc.) participating in formal or non-formal education or training in a given time period (e.g. last 12 months). Formal education and training is defined as education provided by the system of schools, colleges, universities and other formal educational institutions that normally constitutes a continuous ‘ladder’ of full-time education for children and young people, generally beginning at the age of 5 to 7 and continuing to up to 20 or 25 years old. In some countries, the upper parts of this ‘ladder’ are organized programmes of joint part-time employment and part-time participation in the regular school and university system. Non-formal education and training is defined as any organized and sustained learning activities that do not correspond exactly to the above definition of formal education. Non-formal education may therefore take place both within and outside educational institutions and cater to people of all ages. Depending on national contexts, it may cover educational programmes to impart adult literacy, life-skills, work-skills, and general culture. The source data are administrative data from schools and other places of education and training or household survey data on participants in formal and non-formal education and training by single year of age; population censuses and surveys for population estimates by single year of age (if using administrative data on enrolment). Formal and non-formal education and training can be offered in a variety of settings including schools and universities, workplace environments and others and can have a variety of durations. Administrative data often capture only provision in formal settings such as schools and universities. Participation rates do not capture the intensity or quality of the provision nor the outcomes of the education and training on offer. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, female (%)


Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, adjusted gender parity index (GPIA)


Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, male (%)


Pupil-qualified teacher ratio in pre-primary education (headcount basis)

Average number of pupils per qualified teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of qualified teachers at the same level. A qualified teacher is one who has the minimum academic qualifications necessary to teach at a specific level of education in a given country. This is usually related to the subject(s) they teach. In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to ‘full-time equivalent’ teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.


Pupil-trained teacher ratio in pre-primary education (headcount basis)

Average number of pupils per trained teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of trained teachers at the same level. A trained teacher is defined as a teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law. These requirements usually include pedagogical knowledge (broad principles and strategies of classroom management and organization that transcend the subject matter being taught - typically approaches, methods and techniques of teaching), and professional knowledge (knowledge of statutory instruments and other legal frameworks that govern the teaching profession). Some programmes may also cover content knowledge (knowledge of the curriculum and the subject matter to be taught and the use of relevant materials). In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to ‘full-time equivalent’ teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.


Pupil-qualified teacher ratio in primary education (headcount basis)


Pupil-trained teacher ratio in primary education (headcount basis)


Pupil-qualified teacher ratio in lower secondary (headcount basis)


Pupil-trained teacher ratio in lower secondary education (headcount basis)


Pupil-qualified teacher ratio in secondary (headcount basis)


Pupil-trained teacher ratio in secondary education (headcount basis)


Pupil-qualified teacher ratio in upper secondary (headcount basis)


Pupil-trained teacher ratio in upper secondary education (headcount basis)


Percentage of qualified teachers in pre-primary education, both sexes (%)

Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Percentage of qualified teachers in pre-primary education, female (%)


Percentage of qualified teachers in pre-primary education, adjusted gender parity index (GPIA)


Percentage of qualified teachers in pre-primary education, male (%)


Percentage of qualified teachers in primary education, both sexes (%)


Percentage of qualified teachers in primary education, female (%)


Percentage of qualified teachers in primary education, adjusted gender parity index (GPIA)


Percentage of qualified teachers in primary education, male (%)


Percentage of qualified teachers in lower secondary education, both sexes (%)


Percentage of qualified teachers in lower secondary education, female (%)


Percentage of qualified teachers in lower secondary education, adjusted gender parity index (GPIA)


Percentage of qualified teachers in lower secondary education, male (%)


Percentage of qualified teachers in secondary education, both sexes (%)


Percentage of qualified teachers in secondary education, female (%)


Percentage of qualified teachers in secondary education, adjusted gender parity index (GPIA)


Percentage of qualified teachers in secondary education, male (%)


Percentage of qualified teachers in upper secondary education, both sexes (%)


Percentage of qualified teachers in upper secondary education, female (%)


Percentage of qualified teachers in upper secondary education, adjusted gender parity index (GPIA)


Percentage of qualified teachers in upper secondary education, male (%)


Repeaters in primary education, all grades, both sexes (number)

Number of pupils enrolled in the same grade for a second (or further) year.


Repeaters in primary education, all grades, female (number)

Number of female pupils enrolled in the same grade for a second (or further) year.


Repeaters in Grade 1 of primary education, both sexes (number)

Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.


Repeaters in Grade 1 of primary education, female (number)

Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.


Repeaters in Grade 1 of primary education, male (number)

Number of male pupils in the specified grade who are enrolled in the same grade for a second (or further) year.


Repeaters in Grade 2 of primary education, both sexes (number)


Repeaters in Grade 2 of primary education, female (number)


Repeaters in Grade 2 of primary education, male (number)


Repeaters in Grade 3 of primary education, both sexes (number)


Repeaters in Grade 3 of primary education, female (number)


Repeaters in Grade 3 of primary education, male (number)


Repeaters in Grade 4 of primary education, both sexes (number)


Repeaters in Grade 4 of primary education, female (number)


Repeaters in Grade 4 of primary education, male (number)


Repeaters in Grade 5 of primary education, both sexes (number)


Repeaters in Grade 5 of primary education, female (number)


Repeaters in Grade 5 of primary education, male (number)


Repeaters in Grade 6 of primary education, both sexes (number)


Repeaters in Grade 6 of primary education, female (number)


Repeaters in Grade 6 of primary education, male (number)


Repeaters in Grade 7 of primary education, both sexes (number)


Repeaters in Grade 7 of primary education, female (number)


Repeaters in Grade 7 of primary education, male (number)


Repeaters in grade unknown of primary education, both sexes (number)


Repeaters in grade unknown of primary education, female (number)


Repeaters in grade unknown of primary education, male (number)

Number of male pupils enrolled in the same grade for a second (or further) year.


Repeaters in primary education, all grades, male (number)


Repeaters in lower secondary general education, all grades, both sexes (number)


Repeaters in lower secondary general education, all grades, female (number)


Repeaters in Grade 1 of lower secondary general education, both sexes (number)


Repeaters in Grade 1 of lower secondary general education, female (number)


Repeaters in Grade 1 of lower secondary general education, male (number)


Repeaters in Grade 2 of lower secondary general education, both sexes (number)


Repeaters in Grade 2 of lower secondary general education, female (number)


Repeaters in Grade 2 of lower secondary general education, male (number)


Repeaters in Grade 3 of lower secondary general education, both sexes (number)


Repeaters in Grade 3 of lower secondary general education, female (number)


Repeaters in Grade 3 of lower secondary general education, male (number)


Repeaters in Grade 4 of lower secondary general education, both sexes (number)


Repeaters in Grade 4 of lower secondary general education, female (number)


Repeaters in Grade 4 of lower secondary general education, male (number)


Repeaters in Grade 5 of lower secondary general education, both sexes (number)


Repeaters in Grade 5 of lower secondary general education, female (number)


Repeaters in Grade 5 of lower secondary general education, male (number)


Repeaters in Grade 6 of lower secondary general education, both sexes (number)


Repeaters in Grade 6 of lower secondary general education, female (number)


Repeaters in Grade 6 of lower secondary general education, male (number)


Repeaters in grade unknown of lower secondary general education, both sexes (number)


Repeaters in grade unknown of lower secondary general education, female (number)


Repeaters in grade unknown of lower secondary general education, male (number)


Repeaters in lower secondary general education, all grades, male (number)

Number of male pupils in lower secondary education who are enrolled in the same grade for a second (or further) year.


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

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


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


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

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


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


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


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


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

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


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

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


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


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


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


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


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

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


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


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


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

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


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

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


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


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


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


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


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


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


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


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