(De Facto) Percent of principals familiar with availability of classroom inputs - Urban


Principal Management Skills

Score of 1,5 based on sum of following:   - 1 Point. School Goals Exists    - 1 Point. School goals are clear to school director, teachers, students, parents, and other members of community (partial credit available)   - 1 Point. Specific goals related to improving student achievement ( improving test scores, improving pass rates, reducing drop out, reducing absenteeism, improving pedagogy, more resources for infrastructure, more resources for inputs)    - 1 Point. School has defined system to measure goals (partial credit available)

World Bank, Global Education Policy Dashboard


(De Facto) Average score for the extent to which principals master two key managerial skills - problem-solving in the short-term, and goal-setting in the long term


(De Facto) Average score for the extent to which principals master two key managerial skills - problem-solving in the short-term, and goal-setting in the long term - Female


(De Facto) Average score for the extent to which principals master two key managerial skills - problem-solving in the short-term, and goal-setting in the long term - Male


(De Facto) Average score for the extent to which principals master two key managerial skills - problem-solving in the short-term, and goal-setting in the long term - Rural


(De Facto) Average score for the extent to which principals master two key managerial skills - problem-solving in the short-term, and goal-setting in the long term - Urban


(De Facto) Average score for the extent to which principals master problem-solving in the short-term


(De Facto) Average score for the extent to which principals master problem-solving in the short-term - Female


(De Facto) Average score for the extent to which principals master problem-solving in the short-term - Male


(De Facto) Average score for the extent to which principals master problem-solving in the short-term - Rural


(De Facto) Average score for the extent to which principals master problem-solving in the short-term - Urban


(De Facto) Average score for the extent to which principals master goal-setting in the long term


(De Facto) Average score for the extent to which principals master goal-setting in the long term - Female


(De Facto) Average score for the extent to which principals master goal-setting in the long term - Male


(De Facto) Average score for the extent to which principals master goal-setting in the long term - Rural


(De Facto) Average score for the extent to which principals master goal-setting in the long term - Urban


School enrollment, primary, private (% of total primary)

Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.

UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.


(De Facto) Percent of children proficient in literacy and numeracy by grade 2/3, as reported by UIS


Persistence to grade 4, female (% of cohort)


Persistence to grade 4, male (% of cohort)


Persistence to grade 4, total (% of cohort)


Persistence to grade 5, female (% of cohort)

Persistence to grade 5 (percentage of cohort reaching grade 5) is the share of children enrolled in the first grade of primary school who eventually reach grade 5. The estimate is based on the reconstructed cohort method.


Persistence to grade 5, male (% of cohort)


Persistence to grade 5, total (% of cohort)


Persistence to last grade of primary, female (% of cohort)

Persistence to last grade of primary is the percentage of children enrolled in the first grade of primary school who eventually reach the last grade of primary education. The estimate is based on the reconstructed cohort method.


Persistence to last grade of primary, male (% of cohort)


Persistence to last grade of primary, total (% of cohort)


Repeaters, primary, female (% of female enrollment)

Repeaters in primary school are the number of students enrolled in the same grade as in the previous year, as a percentage of all students enrolled in primary school.

UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.


Repeaters, primary, male (% of male enrollment)


Repeaters, primary, total (% of total enrollment)


Policy Lever (School Management) - Attraction


(De Jure) Do the national policies governing the education system portray the position of principal or head teacher as professionalized and distinct figure within schools?


(De Facto) Average principal salary as percent of GDP per capita


(De Facto) Percent of principals reporting being satisfied or very satisfied with their social status in the community


(De Facto) Policy Lever (School Management) - Attraction


(De Jure) Policy Lever (School Management) - Attraction


Policy Lever (School Management) - Clarity of Functions


(De Facto) Do you know if the policies governing schools assign responsibility for the implementation of the maintenance and expansion of school infrastructure?


(De Jure) Do the policies governing schools assign the responsibility of student learning assessments?


(De Facto) Do you know if the policies governing schools assign responsibility for the implementation of principal hiring and assignment?


(De Jure) Do the policies governing schools assign the responsibility of principal hiring and assignment?


(De Facto) Do you know if the policies governing schools assign responsibility for the implementation of principal supervision and training?


(De Jure) Do the policies governing schools assign the responsibility of principal supervision and training?


(De Jure) Do the policies governing schools assign the responsibility of maintenance and expansion of school infrastructure?


(De Facto) Do you know if the policies governing schools assign responsibility for the implementation of the procurement of materials?


(De Jure) Do the policies governing schools assign the responsibility of procurement of materials?


(De Facto) Do you know if the policies governing schools assign responsibility for the implementation of teacher hiring and assignment?


(De Jure) Do the policies governing schools assign the responsibility of teacher hiring and assignment?


(De Facto) Do you know if the policies governing schools assign responsibility for the implementation of teacher supervision, training, and coaching?


(De Jure) Do the policies governing schools assign the responsibility of teacher supervision, training, and coaching?


(De Facto) Do you know if the policies governing schools assign responsibility for the implementation of student learning assessments?


(De Facto) Policy Lever (School Management) - Clarity of Functions


(De Jure) Policy Lever (School Management) - Clarity of Functions


Policy Lever (School Management) - Evaluation


(De Jure) Is there a policy that specifies the need to monitor principal or head teacher performance?


(De Jure) Is the criteria to evaluate principals clear and includes multiple factors?


(De Facto) Percent of principals that report having been evaluated  during the last school year


(De Facto) Percent of principals that report having been evaluated on multiple factors


(De Facto) Percent of principals that report there would be consequences after two negative evaluations


(De Facto) Percent of principals that report there would be consequences after two positive evaluations


(De Facto) Policy Lever (School Management) - Evaluation


(De Jure) Policy Lever (School Management) - Evaluation


Policy Lever (School Management) - Selection & Deployment


(De Jure) Is there a systematic approach/rubric for the selection of principals?


(De Facto) Percent of principals that report that the most important factor considered when selecting a principal is years of experience


(De Facto) Percent of principals that report that the most important factor considered when selecting a principal is quality of teaching


(De Facto) Percent of principals that report that the most important factor considered when selecting a principal is demonstrated management qualities


(De Facto) Percent of principals that report that the most important factor considered when selecting a principal is having a good relationship with the owner of the school


(De Facto) Percent of principals that report that the most important factor considered when selecting a principal is political affiliations


(De Facto) Percent of principals that report that the most important factor considered when selecting a principal is ethnic group


(De Facto) Percent of principals that report that the most important factor considered when selecting a principal is knowledge of the local community


(De Jure) How are the principals selected? Based on the requirements, is the selection system meritocratic?


(De Facto) Percent of principals that report that the factors considered when selecting a principal include years of experience


(De Facto)  Percent of principals that report that the factors considered when selecting a principal include quality of teaching


(De Facto) Percent of principals that report that the factors considered when selecting a principal include demonstrated management qualities


(De Facto) Percent of principals that report that the factors considered when selecting a principal include good relationship with the owner of the school


(De Facto) Percent of principals that report that the factors considered when selecting a principal include political affiliations


(De Facto) Percent of principals that report that the factors considered when selecting a principal include ethnic group


(De Facto) Percent of principals that report that the factors considered when selecting a principal include knowledge of the local community


(De Facto) Policy Lever (School Management) - Selection & Deployment


(De Jure) Policy Lever (School Management) - Selection & Deployment


Policy Lever (School Management) - Support


(De Jure) Are principals required to have training on how to manage a school?


(De Facto) Percent of principals that report having used the skills they gained at the last training they attended


(De Facto) Average number of trainings that principals report having been offered to them in the past year


(De Jure) Are principals required to have management training for new principals?


(De Jure) Are principals required to have in-service training?


(De Jure) Are principals required to have mentoring/coaching by experienced principals?


(De Jure) How many times per year do principals have trainings?


(De Facto) Percent of principals that report ever having received formal training


(De Facto) Percent of principals that report having received management training for new principals


(De Facto) Percent of principals that report having received in-service training


(De Facto) Percent of principals that report having received mentoring/coaching by experienced principals


(De Facto) Policy Lever (School Management) - Support


(De Jure) Policy Lever (School Management) - Support


Policy Lever (Teaching) - Attraction

In the school survey, a number of De Facto questions on teacher attraction are asked.  0.8 points is awarded for each of the following:   , 0.8 Points. Teacher satisfied with job   - 0.8 Points. Teacher satisfied with status in community   - 0.8 Points. Would better teachers be promoted faster?   - 0.8 Points. Do teachers receive bonuses?   - 0.8 Points. One minus the fraction of months in past year with a salary delay.


(De Jure) Average starting public-school teacher salary as percent of GDP per capita


(De Facto) Percent of teachers reporting being satisfied or very satisfied with their social status in the community


(De Facto) Percent of teachers reporting being satisfied or very satisfied with their job as teacher


(De Facto) Percent of teachers reporting having received financial bonuses in addition to their salaries


(De Facto) Percent of teachers reporting that there are incentives (financial or otherwise) for teachers to teach certain subjects/grades and/or in certain areas


(De Facto) Percent of teachers that performance matters for promotions


(De Jure) Is there a well-established career path for teachers?


(De Facto) Percent of teachers that report salary delays in the past 12 months


(De Facto) Policy Lever (Teaching) - Attraction


(De Jure) Policy Lever (Teaching) - Attraction


Trained teachers in primary education, female (% of female teachers)

Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.


Trained teachers in primary education, male (% of male teachers)


Trained teachers in primary education (% of total teachers)


Primary education, teachers

Primary education teachers includes full-time and part-time teachers.


Teachers in primary education, female (number)

Total number of female teachers in public and private primary education institutions. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.


Primary education, teachers (% female)

Female teachers as a percentage of total primary education teachers includes full-time and part-time teachers.


Adjusted net enrollment rate, primary (% of primary school age children)

Adjusted net enrollment is the number of pupils of the school-age group for primary education, enrolled either in primary or secondary education, expressed as a percentage of the total population in that age group.


(De Facto) Percent of primary school age children who are enrolled at primary education


Adjusted net enrollment rate, primary, female (% of primary school age children)


Adjusted net enrollment rate, primary, male (% of primary school age children)


Policy Lever (Teaching) - Evaluation

School survey.  This policy lever measures whether there is a teacher evaluation system in place, and if so, the types of decisions that are made based on the evaluation results.  Score is the sum of the following:   , 1 Point. Was teacher formally evaluated in past school year?   - 1 Point total.  0.2 points for each of the following: Evaluation included evaluation of attendance, knowledge of subject matter, pedagogical skills in the classroom, students' academic achievement, students' socio-emotional development       - 1 Point.  Consequences exist if teacher receives 2 or more negative evaluations   - 1 Point. Rewards exist if teacher receives 2 or more positive evaluations


(De Jure) Legislation assigns responsibility of evaluating the performance of teachers to a public authority (national, regional, local)


(De Jure) Legislation assigns responsibility of evaluating the performance of teachers to the schools


(De Facto) Percent of teachers that report being evaluated in the past 12 months


(De Jure) The criteria to evaluate teachers is clear


(De Facto) Number of criteria used to evaluate teachers


(De Facto) Percent of teachers that report there would be consequences after two negative evaluations


(De Facto) Percent of teachers that report there would be consequences after two positive evaluations


(De Jure) There are clear consequences for teachers who receive two or more negative evaluations


(De Jure) There are clear consequences for teachers who receive two or more positive evaluations


(De Facto) Policy Lever (Teaching) - Evaluation


(De Jure) Policy Lever (Teaching) - Evaluation


Policy Lever (Teaching) - Intrinsic Motivation

School Survey. This lever measures whether teachers are intrinsically motivated to teach. The question(s) aim to address this phenomenon by measuring the level of intrinsic motivation among teachers as well as teacher values that may be relevant for ensuring that the teacher is motivated to focus on all children and not just some.  Score is sum of the following      , Max 1 point. Average response to battery of questions on whether teachers considers it acceptable to be absent in certain situations.  Average response scores scaled to be continuous score between 0-1.     - Max 1 point. Average response to battery of questions on whether teachers consider some students to be more deserving of attention.  Average response scores scaled to be continuous score between 0-1.    - Max 1 point. Average response to battery of questions on teachers growth mindset regarding students.  Average response scores scaled to be continuous score between 0-1.    - 1 point. Binary response to whether teacher said they became teacher, because teaching offered steady career.  Teacher scored 0 points if they reported wanting to teach for a steady career.


(De Facto) Percent of teachers that agree or strongly agrees with "It is acceptable for a teacher to be absent if the assigned curriculum has been completed"


(De Facto) Percent of teachers that agree or strongly agrees with "Students can change even their basic intelligence level considerably"


(De Facto) Percent of teachers who state that intrinsic motivation was the main reason to become teachers


(De Facto) New teachers are required to undergo a probationary period


(De Jure) New teachers are required to undergo a probationary period


(De Facto) Percent of teachers that agree or strongly agrees with "It is acceptable for a teacher to be absent if students are left with work to do"


(De Facto) Percent of teachers that agree or strongly agrees with "It is acceptable for a teacher to be absent if the teacher is doing something useful for the community"


(De Facto) Percent of teachers that agree or strongly agrees with "Students deserve more attention if they attend school regularly"


(De Facto) Percent of teachers that agree or strongly agrees with "Students deserve more attention if they come to school with materials"


(De Facto) Percent of teachers that agree or strongly agrees with "Students deserve more attention if they are motivated to learn"


(De Facto) Percent of teachers that agree or strongly agrees with "Students have a certain amount of intelligence and they really can’t do much to change it"


(De Facto) Percent of teachers that agree or strongly agrees with "To be honest, students can’t really change how intelligent they are"


(De Facto) Percent of teachers that agree or strongly agrees with "Students can always substantially change how intelligent they are"


(De Facto) Policy Lever (Teaching) - Intrinsic Motivation


(De Jure) Policy Lever (Teaching) - Intrinsic Motivation


Policy Lever (Teaching) - Monitoring & Accountability

School Survey.  This policy lever measures the extent to which teacher presence is being monitored, whether attendance is rewarded, and whether there are consequences for chronic absence. Score is the sum of the following:   , 1 Point. Teachers evaluated by some authority on basis of absence.   - 1 Point.  Good attendance is rewarded.    - 1 Point.  There are consequences for chronic absence (more than 30% absence).   - 1 Point. One minus the fraction of teachers that had to miss class because of any of the following: collect paycheck, school administrative procedure, errands or request of the school district office, other administrative tasks.


(De Jure) Information on teacher presence/absenteeism is being collected on a regular basis


(De Jure) Teachers receive monetary compensation for being present


(De Facto) Teacher report receiving monetary compensation (aside from salary) for being present


(De Facto) Percent of teachers that report having been absent because of administrative processes


(De Facto) Percent of teachers that report that there would be consequences for being absent 40% of the time


(De Facto) Policy Lever (Teaching) - Monitoring & Accountability


(De Jure) Policy Lever (Teaching) - Monitoring & Accountability


Policy Lever (Teaching) - Selection & Deployment

School Survey.  The De Facto portion of the Teacher Selection and Deployment Indicator considers two issues: how teachers are selected into the profession and how teachers are assigned to positions (transferred) once in the profession. Research shows that degrees and years of experience explain in little variation in teacher quality, so more points are assigned for systems that also base hiring on content knowledge or pedagogical skill.  2 points are available for the way teachers are selected and 2 points are available for deployment.     Selection   , 0 Points. None of the below   - 1 point.  Teachers selected based on completion of coursework, educational qualifications, graduating from tertiary program (including specialized programs), selected based on experience   - 2 points. Teacher recruited based on passing written content knowledge test, passed interview stage assessment, passed an assessment conducted by supervisor based on practical experience, conduct during mockup class.      Deployment   - 0 Points. None of the below   - 1 point.  Teachers deployed based on years of experience or job title hierarchy or other criteria   - 2 points. Teacher deployed based on performance assessed by school authority, colleagues, or external evaluator, results of interview.


(De Jure) Requirements to enter into initial education programs


(De Facto) Average quality of applicants accepted into initial education programs


(De Jure) Requirements to become a primary school teacher


(De Facto) Requirements to become a primary school teacher


(De Jure) Requirements to fulfill a transfer request


(De Facto) Requirements to fulfill a transfer request


(De Jure) Selectivity of teacher hiring process


(De Facto) Policy Lever (Teaching) - Selection & Deployment


(De Jure) Policy Lever (Teaching) - Selection & Deployment


Policy Lever (Teaching) - Support

School survey.  Our teaching support indicator asks teachers about participation and the experience with several types of formal/informal training:      Pre,Service (Induction) Training:   - 0.5 Points. Had a pre-service training   - 0.5 Points.  Teacher reported receiving usable skills from training      Teacher practicum (teach a class with supervision)   - 0.5 Points. Teacher participated in a practicum   - 0.5 Points.  Practicum lasted more than 3 months and teacher spent more than one hour per day teaching to students.     In-Service Training:   - 0.5 Points. Had an in-service training   - 0.25 Points. In-service training lasted more than 2 total days   - 0.125 Points. More than 25% of the in-service training was done in the classroom.   - 0.125 Points. More than 50% of the in-service training was done in the classroom.     Opportunities for teachers to come together to share ways of improving teaching: <br>  - 1 Point if such opportunities exist.


(De Jure) Practicum required as part of pre-service training


(De Facto) Percent reporting they completed a practicum as part of pre-service training


(De Facto) Percent of teachers reporting that they participated in an induction and/or mentorship program


(De Jure) Participation in professional development has professional implications for teachers


(De Facto) Percent of teachers reporting having attended in-service trainings in the past 12 months


(De Facto) Average length of the trainings attended


(De Facto) Average span of time (in weeks) of those trainings


(De Facto) Average percent of time spent inside the classrooms during the trainings


(De Facto) Percent of teachers that report having opportunities to come together with other teachers to discuss ways of improving teaching


(De Facto) Policy Lever (Teaching) - Support


(De Jure) Policy Lever (Teaching) - Support


Children out of school, primary

Children out of school are the number of primary-school-age children not enrolled in primary or secondary school.


Children out of school, female (% of female primary school age)

Children out of school are the percentage of primary-school-age children who are not enrolled in primary or secondary school. Children in the official primary age group that are in preprimary education should be considered out of school.


Children out of school, male (% of male primary school age)


Children out of school, primary, poorest quintile (% of relevant age group, DHS/MICS)

Proportion of out-of-school. Primary. Quintile 1 (lowest) is the number of quintile 1 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 1 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school.

World Bank EdStats database (http://datatopics.worldbank.org/education/)


Children out of school, primary, richest quintile (% of relevant age group, DHS/MICS)

Proportion of out-of-school. Primary. Quintile 5 (highest) is the number of quintile 5 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 5 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school.


Children out of school (% of primary school age)


Education coefficient of efficiency (ideal years to graduate as % of actual)


School life expectancy, primary to tertiary, both sexes (years)

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


School life expectancy, primary to tertiary, female (years)


School life expectancy, primary to tertiary, male (years)


Number of schools at Junior Secondary Level

Indonesia Database for Policy and Economic Research

BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)


Number of schools at Senior Secondary level


Age efficiency, secondary (net enrollment as % of gross)


Lower secondary school starting age (years)

Lower secondary school starting age is the age at which students would enter lower secondary education, assuming they had started at the official entrance age for the lowest level of education, had studied full-time throughout and had progressed through the system without repeating or skipping a grade.


Lower secondary completion rate, female (% of relevant age group)

Lower secondary education completion rate is measured as the gross intake ratio to the last grade of lower secondary education (general and pre-vocational). It is calculated as the number of new entrants in the last grade of lower secondary education, regardless of age, divided by the population at the entrance age for the last grade of lower secondary education.


Lower secondary completion rate, male (% of relevant age group)


Lower secondary completion rate, total (% of relevant age group)


Educational attainment, at least completed lower secondary, population 25+, female (%) (cumulative)

The percentage of population ages 25 and over that attained or completed lower secondary education.


Educational attainment, at least completed lower secondary, population 25+, male (%) (cumulative)


Educational attainment, at least completed lower secondary, population 25+, total (%) (cumulative)


Educational attainment, at least completed post-secondary, population 25+, female (%) (cumulative)

The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education.


Educational attainment, at least completed post-secondary, population 25+, male (%) (cumulative)


Educational attainment, at least completed post-secondary, population 25+, total (%) (cumulative)


Educational attainment, at least completed upper secondary, population 25+, female (%) (cumulative)

The percentage of population ages 25 and over that attained or completed upper secondary education.


Educational attainment, at least completed upper secondary, population 25+, male (%) (cumulative)


Educational attainment, at least completed upper secondary, population 25+, total (%) (cumulative)


Secondary education, duration (years)

Secondary duration refers to the number of grades (years) in secondary school.


Theoretical duration of lower secondary education (years)

Number of grades (years) in lower secondary education.


Theoretical duration of upper secondary education (years)

Number of grades (years) in upper secondary education.


Secondary education, pupils

Secondary education pupils is the total number of pupils enrolled at secondary level in public and private schools.


Enrolment in secondary education, female (number)

Total number of female students enrolled at public and private secondary education institutions regardless of age.


Vocational and Technical enrolment (% of total secondary enrolment), female

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


Secondary education, pupils (% female)

Female pupils as a percentage of total pupils at secondary level includes enrollments in public and private schools.


Secondary education, general pupils

Secondary general pupils are the number of secondary students enrolled in general education programs, including teacher training.


Secondary education, general pupils (% female)


Pupil-teacher ratio, lower secondary

Lower secondary school pupil-teacher ratio is the average number of pupils per teacher in lower secondary school.


Share of male students in secondary education enrolled in vocational programmes (%)

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

UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.


Pupil-teacher ratio, secondary

Secondary school pupil-teacher ratio is the average number of pupils per teacher in secondary school.


Pupil-teacher ratio, upper secondary

Upper secondary school pupil-teacher ratio is the average number of pupils per teacher in upper secondary school.


Secondary education, vocational pupils

Secondary vocational pupils are the number of secondary students enrolled in technical and vocational education programs, including teacher training.


Secondary education, vocational pupils (% female)


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

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


School enrollment, secondary (% gross)

Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.


School enrollment, secondary, female (% gross)


Gross enrolment ratio, lower secondary, both sexes (%)

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


Gross enrolment ratio, lower secondary, female (%)

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


Gross enrolment ratio, lower secondary, male (%)

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


School enrollment, secondary, male (% gross)


Gross enrolment ratio, upper secondary, both sexes (%)

Total enrollment in upper secondary education, regardless of age, expressed as a percentage of the total population of official upper secondary education age.


Gross enrolment ratio, upper secondary, female (%)

Total female enrollment in upper secondary education, regardless of age, expressed as a percentage of the female population of official upper secondary education age.


Gross enrolment ratio, upper secondary, male (%)

Total male enrollment in upper secondary education, regardless of age, expressed as a percentage of the male population of official upper secondary education age.


School enrollment, secondary (% net)

Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.


School enrollment, secondary, female (% net)


School enrollment, secondary, male (% net)


School enrollment, secondary, private (% of total secondary)

Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.


Progression to secondary school, female (%)

Progression to secondary school refers to the number of new entrants to the first grade of secondary school in a given year as a percentage of the number of students enrolled in the final grade of primary school in the previous year (minus the number of repeaters from the last grade of primary education in the given year).


Progression to secondary school, male (%)


Repeaters, secondary, female (% of female enrollment)

Repeaters in secondary school are the number of students enrolled in the same grade as in the previous year, as a percentage of all students enrolled in secondary school.

United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.


Repeaters, secondary, male (% of male enrollment)


Repeaters, secondary, total (% of total enrollment)


Trained teachers in secondary education, female (% of female teachers)

Trained teachers in secondary education are the percentage of secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.


Trained teachers in lower secondary education, female (% of female teachers)

Trained teachers in lower secondary education are the percentage of lower secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.


Trained teachers in lower secondary education, male (% of male teachers)


Trained teachers in lower secondary education (% of total teachers)


Trained teachers in secondary education, male (% of male teachers)


Trained teachers in upper secondary education, female (% of female teachers)

Trained teachers in upper secondary education are the percentage of upper secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.


Trained teachers in upper secondary education, male (% of male teachers)


Trained teachers in upper secondary education (% of total teachers)


Trained teachers in secondary education (% of total teachers)


Secondary education, teachers

Secondary education teachers includes full-time and part-time teachers.


Secondary education, teachers (% female)

Female teachers as a percentage of total secondary education teachers includes full-time and part-time teachers.


Secondary education, general teachers (% female)


Secondary education, vocational teachers


Secondary education, vocational teachers (% female)


Children out of school, secondary, female


Children out of school, secondary, female (% of relevant age group)


Adolescents out of school, female (% of female lower secondary school age)

Adolescents out of school are the percentage of lower secondary school age adolescents who are not enrolled in school.


Adolescents out of school, male (% of male lower secondary school age)


Adolescents out of school (% of lower secondary school age)


Children out of school, secondary, male (% of relevant age group)


Children out of school, secondary (% of relevant age group)


Net Enrollment Ratio: Senior Secondary (in %)

The junior secondary net enrolment ratio is a comparative figure for the number of junior secondary school students to the number of population aged 13-15, expressed as a percentage.

BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)


Number of Student: Junior Secondary Level (in number of people, 2009 data only)


Number of Student: Primary Level (in number of people, 2009 data only)


Number of Student: Senior Secondary Level (in number of people, 2009 data only)


Number of Teacher: Junior Secondary Level (in number of people, 2009 data only)


Number of Teacher: Primary Level (in number of people, 2009 data only)


Number of Teacher: Senior Secondary Level (in number of people, 2009 data only)


Gross graduation ratio from first degree programmes (ISCED 6 and 7) in tertiary education, female (%)

Number of female graduates from first degree programmes (at ISCED 6 and 7) expressed as a percentage of the female population of the theoretical graduation age of the most common first degree programme.


Gross graduation ratio from first degree programmes (ISCED 6 and 7) in tertiary education, male (%)

Number of male graduates from first degree programmes (at ISCED 6 and 7) expressed as a percentage of the male population of the theoretical graduation age of the most common first degree programme.


Gross graduation ratio from first degree programmes (ISCED 6 and 7) in tertiary education, both sexes (%)

Number of graduates from first degree programmes (at ISCED 6 and 7) expressed as a percentage of the population of the theoretical graduation age of the most common first degree programme.


Educational attainment, at least Bachelor's or equivalent, population 25+, female (%) (cumulative)

The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.


Educational attainment, at least Bachelor's or equivalent, population 25+, male (%) (cumulative)


Educational attainment, at least Bachelor's or equivalent, population 25+, total (%) (cumulative)


Educational attainment, Doctoral or equivalent, population 25+, female (%) (cumulative)

The percentage of population ages 25 and over that attained or completed Doctoral or equivalent.


Educational attainment, Doctoral or equivalent, population 25+, male (%) (cumulative)


Educational attainment, Doctoral or equivalent, population 25+, total (%) (cumulative)


Educational attainment, at least Master's or equivalent, population 25+, female (%) (cumulative)

The percentage of population ages 25 and over that attained or completed Master's or equivalent.


Educational attainment, at least Master's or equivalent, population 25+, male (%) (cumulative)


Educational attainment, at least Master's or equivalent, population 25+, total (%) (cumulative)


Educational attainment, at least completed short-cycle tertiary, population 25+, female (%) (cumulative)

The percentage of population ages 25 and over that attained or completed short-cycle tertiary education.


Educational attainment, at least completed short-cycle tertiary, population 25+, male (%) (cumulative)


Educational attainment, at least completed short-cycle tertiary, population 25+, total (%) (cumulative)


Enrolment in tertiary education, all programmes, both sexes (number)

The total number of students enrolled at public and private tertiary education institutions.


Enrolment in tertiary education, all programmes, female (number)

The total number of female students enrolled at public and private tertiary education institutions.


Percentage of students in tertiary education who are female (%)

Number of female students at the tertiary education level (ISCED 5 to 8) expressed as a percentage of the total number of students (male and female) at the tertiary education level (ISCED 5 to 8) in a given school year.


Pupil-teacher ratio, tertiary

Tertiary school pupil-teacher ratio is the average number of pupils per teacher in tertiary school.


School enrollment, tertiary (% gross)

Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Tertiary education, whether or not to an advanced research qualification, normally requires, as a minimum condition of admission, the successful completion of education at the secondary level.


School enrollment, tertiary, female (% gross)


School enrollment, tertiary, male (% gross)


Percentage of graduates from tertiary education graduating from Agriculture, Forestry, Fisheries and Veterinary programmes, both sexes (%)

Share of all tertiary graduates who completed Agriculture, Forestry, Fisheries and Veterinary programmes in the reference year.


Percentage of graduates from tertiary education graduating from Education programmes, both sexes (%)

Share of all tertiary graduates who completed education programmes in the reference year.


Percentage of graduates from tertiary education graduating from Engineering, Manufacturing and Construction programmes, both sexes (%)

Share of all tertiary graduates who completed engineering, manufacturing and construction programmes in the reference year.


Female share of graduates in Agriculture, Forestry, Fisheries and Veterinary programmes, tertiary (%)

Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.


Female share of graduates in Education programmes, tertiary (%)


Female share of graduates in Engineering, Manufacturing and Construction programmes, tertiary (%)


Female share of graduates in Health and Welfare programmes, tertiary (%)


Female share of graduates in Arts and Humanities programmes, tertiary (%)


Female share of graduates in unknown or unspecified fields, tertiary (%)


Female share of graduates in Natural Sciences, Mathematics and Statistics programmes, tertiary (%)


Female share of graduates from Science, Technology, Engineering and Mathematics (STEM) programmes, tertiary (%)


Female share of graduates in Social Sciences, Journalism and Information programmes, tertiary (%)


Female share of graduates in Services programmes, tertiary (%)


Percentage of graduates from tertiary education graduating from Health and Welfare programmes, both sexes (%)

Share of all tertiary graduates who completed health and welfare programmes in the reference year.


Percentage of graduates from tertiary education graduating from Arts and Humanities programmes, both sexes (%)

Share of all tertiary graduates who completed humanities and arts programmes in the reference year.


Percentage of graduates from tertiary education graduating from programmes in unspecified fields, both sexes (%)

Share of all tertiary graduates who completed programmes in unspecified fields in the reference year.


Percentage of graduates from tertiary education graduating from Natural Sciences, Mathematics and Statistics programmes, both sexes (%)

Share of all tertiary graduates who completed Natural Sciences, Mathematics and Statistics programmes in the reference year.


Percentage of graduates from tertiary education graduating from Social Sciences, Journalism and Information programmes, both sexes (%)

Share of all tertiary graduates who completed Social Sciences, Journalism and Information programmes in the reference year.


Percentage of graduates from tertiary education graduating from Services programmes, both sexes (%)

Share of all tertiary graduates who completed services programmes in the reference year.


Percentage of enrolment in tertiary education in private institutions (%)

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


Science and engineering students (% of total tertiary students)


Teachers in tertiary education programmes, both sexes (number)

Total number of teachers in public and private tertiary education institutions (ISCED 5-8). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.


Teachers in tertiary education programmes, female (number)

Total number of female teachers in public and private tertiary education institutions (ISCED 5-8). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.


Tertiary education, academic staff (% female) is the share of female academic staff in tertiary education.


Gross enrolment ratio, primary to tertiary, both sexes (%)

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


Current education expenditure, primary (% of total expenditure in primary public institutions)

Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).


Current education expenditure, secondary (% of total expenditure in secondary public institutions)


Current education expenditure, tertiary (% of total expenditure in tertiary public institutions)


Current education expenditure, total (% of total expenditure in public institutions)


Current expenditure as % of total expenditure in public institutions (%)

Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional). Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions by total expenditure (current and capital) in public institutions, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Public Expenditure on Education  (% GDP)


All education staff compensation, primary (% of total expenditure in primary public institutions)

All staff (teacher and non-teachers) compensation is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programs, and other allowances and benefits.

UNESCO Institute for Statistics (http://uis.unesco.org/)


All education staff compensation, secondary (% of total expenditure in secondary public institutions)


All education staff compensation, tertiary (% of total expenditure in tertiary public institutions)


All education staff compensation, total (% of total expenditure in public institutions)


Public spending on education, primary (% of GDP)


Government expenditure per student, primary (% of GDP per capita)

Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.


Expenditure on primary education (% of government expenditure on education)

Expenditure on primary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.


Spending on teaching materials, primary (% of primary expenditure)


Public spending on education, secondary (% of GDP)


Government expenditure per student, secondary (% of GDP per capita)


Expenditure on secondary education (% of government expenditure on education)

Expenditure on secondary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.


Spending on teaching materials, secondary (% of secondary expenditure)


Teachers' salaries (% of current education expenditure)


Public spending on education, tertiary (% of GDP)


Government expenditure per student, tertiary (% of GDP per capita)


Expenditure on tertiary education (% of government expenditure on education)

Expenditure on tertiary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.


Government expenditure on education, total (% of government expenditure)

General government expenditure on education (current, capital, and transfers) is expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.


Government expenditure on education, total (% of GDP)

General government expenditure on education (current, capital, and transfers) is expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.


Public spending on education, total (% of GNI, UNESCO)

Public expenditure on education consists of current and capital government spending on educational institutions (both public and private), education administration as well as subsidies for private entities (students/households and other privates entities).


Average years of schooling, poorest quintile (ages 15-19, DHS/MICS)

Average years of schooling by age group. Age 15-19. Quintile 1 (lowest) is the number of years of formal schooling received, on average, by the quintile 1 population of the given age group.


Average years of schooling, richest quintile (ages 15-19, DHS/MICS)

Average years of schooling by age group. Age 15-19. Quintile 5 (highest) is the number of years of formal schooling received, on average, by the quintile 5 population of the given age group.


International telecom, average price call to USA (US$ per 3 min.)


International telecom, outgoing traffic (minutes per subscriber)


Telephone mainlines in largest city (% of total)


Telephone mainlines, waiting time (years)


Air transport, passengers carried (thousands)


Railways, goods transported (million ton-km)


Roads, goods transported (million ton-km)


Roads, normalized index (100 = expected total length)


There are periods of absence due to childcare accounted for in pension benefits (1=yes; 0=no)

The indicator measures whether pension contributions are paid or credited during maternity or parental leave, or the leave period is considered a qualifying period of employment used for the purpose of calculating pension benefits; or there are mechanisms to compensate for any contribution gaps and to ensure that the leave period does not reduce the assessment base or pension amounts, or if there are no mandatory contributory pension schemes, but there is a noncontributory universal social pension conditioned on noncontributory requirements with no means test attached.

World Bank: Women, Business and the Law. https://wbl.worldbank.org/


The age at which women and men can retire with full pension benefits is the same (1=yes; 0=no)

The indicator measures whether the statutory age at which men and women can retire and receive an irrevocable minimum old-age pension is the same. If transitional provisions gradually increase, decrease or equalize the statutory retirement age, the answer reflect the age according to the report's data collection cycle, even if the law provides for changes over time.


The mandatory retirement age for women and men is the same (1=yes; 0=no)

The indicator measures whether the relative ages at which men and women must cease employment or can be terminated by their employer are equal.


The age at which women and men can retire with partial pension benefits is the same (1=yes; 0=no)

The indicator measures measures whether the age at which men and women can retire and receive partial pension benefits is the same, or if the age at which men and women can retire and receive partial benefits is not mandated. Partial pension benefits refer to a reduced or proportional minimum old-age pension payable to workers who did not accumulate enough work experience or contributions or have not reached the statutory age to qualify for a minimum old-age pension. If transitional provisions gradually increase, decrease or equalize the statutory retirement age, the answer reflect the age according to the report's data collection cycle, even if the law provides for changes over time.


Mandatory retirement age, female

The indicator represents the actual age at which women are required to retire, or employers can terminate a contract, according to the applicable legislation.


Retirement age with full benefits, female

The indicator represents the actual age at which women can retire with full pension benefits, according to the applicable legislation.


Retirement age with full benefits, male

The indicator represents the actual age at which men can retire with full pension benefits, according to the applicable legislation.


Mandatory retirement age, male

The indicator represents the actual age at which men are required to retire, or employers can terminate a contract, according to the applicable legislation.


Retirement age with partial benefits, female

The indicator represents the actual age at which women can retire with partial pension benefits, according to the applicable legislation.


Retirement age with partial benefits, male

The indicator represents the actual age at which men can retire with partial pension benefits, according to the applicable legislation.


A woman can apply for a passport in the same way as a man (1=yes; 0=no)

The indicator measures whether there are differences in passport application procedures between men and women.


A woman can register a business in the same way as a man (1=yes; 0=no)

The indicator measures whether there are restrictions on a woman registering a business (i.e. if a woman needs her husband’s or guardian’s permission, signature or consent to register a business; or the registration process at any stage requires a woman to provide additional information or documentation that is not required of a man).


A woman can sign a contract in the same way as a man (1=yes; 0=no)

The indicator measures whether a woman obtains full legal capacity upon reaching the age of majority and there are no restrictions on her signing legally binding contracts.


Main cooking fuel: charcoal (% of households)

Percentage of households who use charcoal as thier main cooking fuel


Main cooking fuel: agricultural crop (% of households)

Percentage of households who use agricultural crop as thier main cooking fuel


Main cooking fuel: dung (% of households)

Percentage of households who use dung as thier main cooking fuel


Main cooking fuel: electricity  (% of households)

Percentage of households who use electricity as thier main cooking fuel


Location of cooking: inside the house (% of households)

Percentage of households who do their cooking inside the house


Main cooking fuel: LPG/natural gas/biogas (% of households)

Percentage of households who use Liquified Petroleum Gas (LPG) or natural gas or biogas as thier main cooking fuel


Location of cooking: other places (% of households)

Percentage of households who do their cooking in other places


Location of cooking: outdoors (% of households)

Percentage of households who do their cooking outdoors


Location of cooking: separate building (% of households)

Percentage of households who do their cooking in a separate building


Main cooking fuel: straw/shrubs/grass (% of households)

Percentage of households who use straw/shrubs/grass as thier main cooking fuel


Main cooking fuel: wood (% of households)

Percentage of households who use wood as thier main cooking fuel


A woman can travel outside the country in the same way as a man (1=yes; 0=no)

The indicator measures whether there are restrictions on a woman traveling alone internationally.


Women participating in the three decisions (own health care, major household purchases, and visiting family) (% of women age 15-49)

Women participating in the three decisions (own health care, major household purchases, and visiting family) is the percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in all of the three decisions (own health care, large purchases and visits to family, relatives, and friends).


Women participating in making daily purchase decisions (% of women age 15-49)

Women participating in making daily purchase decisions is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in making daily purchases


Women participating in decision of what food to cook daily (% of women age 15-49)

Women participating in decision of what food to cook daily is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in what food to cook daily


Women participating in own health care decisions (% of women age 15-49)

Women Participating in own health care decisions is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in own health care


Decision maker about a woman's own health care: mainly husband (% of women age 15-49)

Decision maker about women own health care: mainly husband is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is mainly the husband


Decision maker about a woman's own health care: other (% of women age 15-49)

Decision maker about women own health care: other is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is recorded as 'other'


Decision maker about a woman's own health care: someone else (% of women age 15-49)

Decision maker about women own health care: someone else is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is mainly someone else


Decision maker about a woman's own health care: mainly wife (% of women age 15-49)

Decision maker about women own health care: mainly wife  is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is mainly the respondent


Decision maker about a woman's own health care: wife and husband jointly (% of women age 15-49)

Decision maker about women own health care: wife and husband jointly is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is mainly the respondent and her husband


Women participating in none of the three decisions (own health care, major household purchases, and visiting family) (% of women age 15-49)

Women participating in none of the three decisions (own health care, major household purchases, and visiting family) is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in none of the three decisions (own health care, major household purchases, and visiting family)


Women participating in making major household purchase decisions (% of women age 15-49)

Women participating in making major household purchase decisions is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in making major household purchases


Decision maker about major household purchases: mainly husband (% of women age 15-49)

Decision maker about ajor household purchases: mainly husband is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is mainly the husband


Decision maker about major household purchases: other (% of women age 15-49)

Decision maker about major household purchases: other is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is recorded as 'other'


Decision maker about major household purchases: someone else (% of women age 15-49)

Decision maker about Major household purchases: someone else is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is mainly someone else


Decision maker about major household purchases: mainly wife (% of women age 15-49)

Decision maker about major household purchases: mainly wife is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is mainly the respondent


Decision maker about major household purchases: wife and husband jointly (% of women age 15-49)

Decision maker about major household purchases: wife and husband jointly is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is mainly the respondent and her husband


Women making their own informed decisions regarding sexual relations, contraceptive use and reproductive health care (% of women age 15-49)

Proportion of women ages 15-49 years (married or in union) who make their own decision on all three selected areas i.e. can say no to sexual intercourse with their husband or partner if they do not want; decide on use of contraception; and decide on their own health care. Only women who provide a “yes” answer to all three components are considered as women who “make her own decisions regarding sexual and reproductive”.

Demographic and Health Surveys compiled by United Nations Population Fund. Retrieved on February 14, 2023, from the SDG Global database API (https://unstats.un.org/sdgs/UNSDGAPIV5/swagger/index.html).


Women participating in decision of visits to family, relatives, friends (% of women age 15-49)

Women participating in decision of visits to family, relatives, friends is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in visits to family, relatives, friends


Decision maker about a woman's visits to her family or relatives: mainly husband (% of women age 15-49)

Decision maker about a woman's visits to her family or relatives: mainly husband is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is mainly the husband


Decision maker about a woman's visits to her family or relatives: other (% of women age 15-49)

Decision maker about a woman's visits to her family or relatives: other is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is recorded as 'other'


Decision maker about a woman's visits to her family or relatives: someone else (% of women age 15-49)

Decision maker about a woman's visits to her family or relatives: someone else is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is mainly someone else


Decision maker about a woman's visits to her family or relatives: mainly wife (% of women age 15-49)

Decision maker about a woman's visits to her family or relatives: mainly wife is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is mainly the respondent


Decision maker about Visits to her family or relatives: wife and husband jointly (% of women age 15-49)

Decision maker about Visits to her family or relatives: wife and husband jointly is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is mainly the respondent and her husband


Dismissal of pregnant workers is prohibited (1=yes; 0=no)

The indicator measures whether the law explicitly prohibits the dismissal of pregnant women, if pregnancy cannot serve as grounds for termination of a contract or if dismissal of pregnant workers is considered a form of unlawful termination, unfair dismissal or wrongful discharge.


A woman can work in a job deemed dangerous in the same way as a man (1=yes; 0=no)

The indicator measures whether there are laws that prohibit or restrict nonpregnant and non-nursing women from working in a broad and subjective category of jobs deemed “hazardous,” “arduous” or “morally inappropriate.”


Female legislators, senior officials and managers (% of total) refers to the share of legislators, senior officials and managers who are female.

ILO Key Indicators of the Labour Market (KILM).


Proportion of women in ministerial level positions (%)

Women in ministerial level positions is the proportion of women in ministerial or equivalent positions (including deputy prime ministers) in the government. Prime Ministers/Heads of Government are included when they hold ministerial portfolios. Vice-Presidents and heads of governmental or public agencies are excluded.

Inter-Parliamentary Union. United Nations Entity for Gender Equality and the Empowerment of Women (UN Women). Women in Politics.


Proportion of seats held by women in national parliaments (%)

Women in parliaments are the percentage of parliamentary seats in a single or lower chamber held by women.

Inter-Parliamentary Union (IPU) (www.ipu.org).  For the year of 1998, the data is as of August 10, 1998.


Female professional and technical workers (% of total)

Female professional and technical workers refers to the share of professionals and technical workers who are female. Women's share of positions are defined according to the International Standard Classification of Occupations (ISCO-88) to include physical, mathematical and engineering science professionals (and associate professionals), life science and health professionals (and associate professionals), teaching professionals (and associate professionals) and other professionals and associate professionals.

Gender, Institutions and Development Database, Organization for Economic Co-operation and Development (OECD), web site: http://www.oecd.org/document/16/0,3343,en_2649_33935_39323280_1_1_1_1,00.html.


A woman can get a job in the same way as a man (1=yes; 0=no)

The indicator measures whether there are restrictions on a woman's legal capacity and ability to work.


Households with water on the premises (%)

Percentage of households who have a water source on their premises


Households with water less than 30 minutes away round trip (%)

Percentage of households who have a water source in less than 30 minutes away round trip


Households with water 30 minutes or longer away round trip (%)

Percentage of households who have a water source 30 minutes or longer away round trip


A woman can be "head of household" in the same way as a man (1=yes; 0=no)

The indicator measures whether there are restrictions on a woman becoming head of household or head of family.


A woman can travel outside her home in the same way as a man (1=yes; 0=no)

The indicator measures whether there are restrictions on a woman traveling alone domestically.


Male and female surviving spouses have equal rights to inherit assets (1=yes; 0=no)

The indicator measures whether both spouses have equal rank and rights to inherit assets when there is no will. For this question, it is assumed that the deceased spouse left no children or any other heirs, other than the surviving spouse.


Sons and daughters have equal rights to inherit assets from their parents (1=yes; 0=no)

The indicator measures whether there are gender-based differences in the rules of intestate succession for transfer of property from parents to children.


A woman can work in an industrial job in the same way as a man (1=yes; 0=no)

The indicator measures whether nonpregnant and non-nursing a woman can work in the mining, construction, manufacturing, energy, water, agriculture, and transportation industries in the same way as men.  nonpregnant and non-nursing women can work in the mining, construction, manufacturing, energy, water, agriculture, and transportation industries in the same way as men.


Nonpregnant and nonnursing women can do the same jobs as men (1=yes; 0=no)

Non-pregnant and non-nursing women can do the same jobs as men indicates whether there are specific jobs that women explicitly or implicitly cannot perform except in limited circumstances. Both partial and full restrictions on women’s work are counted as restrictions. For example, if women are only allowed to work in certain jobs within the mining industry, e.g., as health care professionals within mines but not as miners, this is a restriction.

World Bank: Women, Business and the Law.


The law grants spouses equal administrative authority over assets during marriage (1=yes; 0=no)

The indicator measures whether spouses retain administrative power over those assets each brought to the marriage or acquired during marriage, and their accrued value, without the need for spousal consent; or spouses administer their separate property, but for major transactions, such as selling or pledging the property as collateral, spousal consent is required, or if both spouses have equal rights in the administration and transaction of joint property.


Law prohibits or invalidates child or early marriage (1=yes; 0=no)

Law prohibits or invalidates child or early marriage is whether there are provisions that prevent the marriage of girls, boys, or both before they reach the legal age of marriage or the age of marriage with consent, including, for example, a prohibition on registering the marriage or provisions stating that such a marriage is null and void.


The law prohibits discrimination in access to credit based on gender (1=yes; 0=no)

The indicator measures whether the law prohibits discrimination by creditors based on gender or prescribes equal access for both men and women when conducting financial transactions, entrepreneurial activities or receiving financial assistance, or if the law prohibits gender discrimination when accessing goods and services (and services are defined to include financial services).


Law mandates equal remuneration for females and males for work of equal value (1=yes; 0=no)

The indicator measures whether there is a law that obligates employers to pay equal remuneration to male and female employees who do work of equal value. “Remuneration” refers to the ordinary, basic or minimum wage or salary and any additional emoluments payable directly or indirectly, whether in cash or in kind, by the employer to the worker and arising out of the worker’s employment. “Work of equal value” refers not only to the same or similar jobs but also to different jobs of the same value.


Women Business and the Law Index Score (scale 1-100)

The index measures how laws and regulations affect women’s economic opportunity. Overall scores are calculated by taking the average score of each index (Mobility, Workplace, Pay, Marriage, Parenthood, Entrepreneurship, Assets and Pension), with 100 representing the highest possible score.


Women, Business and the Law: Assets Indicator Score (scale 1-100)

The Assets indicator examines gender differences in property and inheritance law, including instances in which legal systems are supported by customary law and judicial precedent. The Assets indicator score is obtained by calculating the unweighted average of the following: 1. SG.OWN.PRRT.IM; 2. SG.IHT.ASST.PT.EQ; 3. SG.IHT.ASST.EQ; 4. SG.LAW.ASST.AR; 5. SG.LAW.NMCN (= 20 points each) and scaling the result to 100.


Women, Business and the Law: Entrepreneurship Indicator Score (scale 1-100)

The Entrepreneurship indicator measures constraints on women starting and running a business.. The Entrepreneurship indicator score is obtained by calculating the unweighted average of the following: 1. SG.CNT.SIGN.EQ; 2. SG.BUS.REGT.EQ; 3. SG.OPN.BANK.EQ; 4. SG.LAW.CRDD.GR (= 25 points each) and scaling the result to 100.


Women, Business and the Law: Mobility Indicator Score (scale 1-100)

The Mobility indicator measures constraints on a woman’s agency and freedom of movement, both of which are likely to influence her decision to enter the labor force and engage in entrepreneurial activity. Mobility indicator score is obtained by calculating the unweighted average of the following: 1. SG.APL.PSPT.EQ; 2. SG.CTR.TRVL.EQ; 3. SG.HME.TRVL.EQ; 4. SG.LOC.LIVE.EQ (= 25 points each) and scaling the result to 100.


Women, Business and the Law: Marriage Indicator Score (scale 1-100)

The Marriage indicator measures legal constraints related to marriage and divorce. The Marriage indicator score is obtained by calculating the unweighted average of the following: 1. SG.LAW.OBHB.MR.NO;  2. SG.HLD.HEAD.EQ;  3. SG.LEG.DVAW; 4. SG.OBT.DVRC.EQ; 5. SG.REM.RIGT.EQ (= 20 points each) and scaling the result to 100.


Women, Business and the Law: Pension Indicator Score (scale 1-100)

The Pension indicator assesses laws affecting the size of a woman’s pension. The Pension indicator score is obtained by calculating the unweighted average of the following: 1. SG.AGE.FUPN.EQ; 2. SG.AGE.PAPN.EQ; 3. SG.AGE.MRET.EQ; 4. SG.ABS.PENB (= 25 points each) and scaling the result to 100.


Women, Business and the Law: Parenthood Indicator Score (scale 1-100)

The Parenthood indicator examines laws affecting women’s work during and after pregnancy. The Parenthoood indicator score is obtained by calculating the unweighted average of the following: 1. SH.MMR.LEVE.AL; 2.SH.MMR.LEVE.GT; 3. SH.PTR.LEVE.AL; 4.SH.PAR.LEVE.AL; 5.SG.DML.PRGW (= 20 points each) and scaling the result to 100.


Women, Business and the Law: Pay Indicator Score (scale 1-100)

The Pay indicator measures laws affecting occupational segregation and the gender wage gap.  The Pay indicator score is obtained by calculating the unweighted average of the following: 1. SG.LAW.EQRM.WK; 2. SG.NGT.WORK.EQ; 3. SG.DNG.WORK.DN.EQ; 4. SG.IND.WORK.EQ (= 25 points each) and scaling the result to 100.


Women, Business and the Law: Workplace Indicator Score (scale 1-100)

The Workplace indicator analyzes laws affecting women’s decisions to enter the labor market, including women’s legal capacity and ability to work, as well as protections in the workplace against discrimination and sexual harassment. The Workplace indicator score is obtained by calculating the unweighted average of the following: 1. SG.GET.JOBS.EQ; 2. SG.LAW.NODC.HR; 3. SG.LEG.SXHR.EM; 4. SG.PEN.SXHR.EM (= 25 points each) and scaling the result to 100.


Law mandates paid or unpaid maternity leave (1=yes; 0=no)

Law mandates paid or unpaid maternity leave is whether there is a law mandating paid or unpaid maternity leave available only to the mother. Provisions for circumstantial leave by which an employee is entitled to a certain number of days of paid leave (usually fewer than five days) upon the birth of a child are considered paternity leave; even if the law is gender-neutral, such leave is not considered maternity leave if the law covers maternity leave elsewhere.


The law provides for the valuation of nonmonetary contributions (1=yes; 0=no)

The indicator measures whether there is an explicit legal recognition of such contributions and the law provides for equal or equitable division of the property or the transfer of a lump sum to the stay-at-home spouse based on nonmonetary contributions; or the default marital property regime is full community, partial community or deferred community because these regimes implicitly recognize nonmonetary contributions at the time of property division and benefit both spouses regardless of who purchased the property or holds title to it. Nonmonetary contributions include caring for minor children, taking care of the family home, or any other nonmonetized contribution from a stay-at-home spouse.


The law prohibits discrimination in employment based on gender (1=yes; 0=no)

The indicator measures whether the law generally prevents or penalizes gender-based discrimination in employment. Laws that mandate equal treatment or equality between women and men in employment are also counted for this question. It is not considered whether the laws only prohibit discrimination in one aspect of employment, such as pay or dismissal.


The law is free of legal provisions that require a married woman to obey her husband (1=yes; 0=no)

The indicator measures whether a married woman is legally required to obey her husband.


There is legislation specifically addressing domestic violence (1=yes; 0=no)

The indicator measures whether there is legislation addressing domestic violence that includes criminal sanctions or provides for protection orders for domestic violence, or the legislation addresses "harassment" that clearly leads to physical or mental harm in the context of domestic violence.


There is legislation on sexual harassment in employment (1=yes; 0=no)

The indicator measures whether there is a legal provision or legislation that specifically protects women against sexual harassment in employment, including unwelcome verbal or physical conduct of a sexual nature.


A woman can choose where to live in the same way as a man (1=yes; 0=no)

The indicator measures whether there are restrictions on a woman choosing where to live.


Women and girls who participate in activities during menstrual period, rural (% of women and girls ages 15-49 living in rural areas who had a menstrual period within the last year)

The percentage of women and girls (ages 15-49 who had a menstrual period within the last year) who participated in activities (such as school, work, and social activities for those who typically participate in) during their last menstrual period.

WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene (washdata.org).


Women and girls who participate in activities during menstrual period, urban (% of women and girls ages 15-49 living in urban areas who had a menstrual period within the last year)


Women and girls who participate in activities during menstrual period (% of women and girls ages 15-49 who had a menstrual period within the last year)


Women and girls who have private places to wash and change during menstrual period, rural (% of women and girls ages 15-49 living in rural areas who had a menstrual period within the last year)

The percentage of women and girls (ages 15-49 who had a menstrual period within the last year) who had a private place to wash their bodies and change their menstrual materials at home during their last menstrual period.


Women and girls who have private places to wash and change during menstrual period, urban (% of women and girls ages 15-49 living in urban areas who had a menstrual period within the last year)


Women and girls who have private places to wash and change during menstrual period (% of women and girls ages 15-49 who had a menstrual period within the last year)


Women and girls who use menstrual materials, rural (% of women and girls ages 15-49 living in rural areas who had a menstrual period within the last year)

The percentage of the women and girls (ages 15-49 who had a menstrual period with the last year) who used menstrual materials such as sanitary pads, tampons, menstrual cups, cloth, or cotton wool, to capture and contain menstrual blood during their last menstrual period. Those who used paper, underwear alone, or nothing are not classified as using menstrual materials.


Women and girls who use menstrual materials, urban (% of women and girls ages 15-49 living in urban areas who had a menstrual period within the last year)


Women and girls who use menstrual materials (% of women and girls ages 15-49 who had a menstrual period within the last year)


Mothers are guaranteed an equivalent position after maternity leave (1=yes; 0=no)

Mothers are guaranteed an equivalent position after maternity leave is whether employers of women returning from maternity leave are legally obligated to provide them with an equivalent position after maternity leave. It takes into account paid and unpaid maternity leave and captures whether the employer has a legal obligation to reinstate the returning employee in an equivalent or better position and salary than the employee had pre-leave. Where the maternity leave regime explicitly states that the employee may not be indefinitely replaced, the answer is assumed to be “Yes.” Where the maternity leave regime explicitly establishes a suspension of the employee’s contract, the answer is assumed to be “Yes.” In economies that also have parental leave and the law guarantees return after the leave to the same or an equivalent position paid at the same rate but is silent on guaranteeing the same position after maternity leave, the answer is “Yes.” The answer is “N/A” if no paid or unpaid maternity leave is available.


A woman can work at night in the same way as a man (1=yes; 0=no)

The indicator measures whether nonpregnant and nonnursing women are prohibited from working at night or cannot work the same night hours as men. If various sectors of the economy are regulated separately (i.e., no central labor law), it is assumed that the woman is employed as a cashier in a grocery store or supermarket. It is analyzed whether restrictions on women's ability to work at night do not apply to the food retail sector; if women's consent to work at night is required; if an employer needs to comply with safety measures (such as providing transportation).


Nondiscrimination clause mentions gender in the constitution (1=yes; 0=no)

Nondiscrimination clause mentions gender in the constitution is whether there is a nondiscrimination clause in the constitution which mentions gender. For the answer to be “Yes,” the constitution must use either the word discrimination or the word nondiscrimination or even when there is a “clawback” provision granting exceptions to the nondiscrimination clause for certain areas of the law, such as inheritance, family and customary law. The answer is “No” if there is no nondiscrimination provision, or the nondiscrimination language is present in the preamble but not in an article of the constitution, or there is a provision that merely stipulates that the sexes are equal, or the sexes have equal rights and obligations. The answer is "N/A" if there is no nondiscrimination provision.


A woman can obtain a judgment of divorce in the same way as a man (1=yes; 0=no)

The indicator measures whether the divorce process is equal for women and men or includes additional protections for women, such as prohibiting a husband from initiating divorce proceedings while his wife is pregnant.


A woman can open a bank account in the same way as a man (1=yes; 0=no)

The indicator measures whether there are restrictions on a woman opening a bank account (i.e. a woman has limited legal capacity or is required to provide any additional permission or documentation that is not required of a man; or legal provisions limit the ability of a woman to open a bank account, such as stating that a married woman who is separately employed from her husband may open a bank account in her own name).


Women who own a house both alone and jointly (% of women age 15-49): Q1 (lowest)

Women who own house both alone and jointly (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. "Both alone and jointly" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Women who own a house both alone and jointly (% of women age 15-49): Q2

Women who own house both alone and jointly (% of women age 15-49): Q2 is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. "Both alone and jointly" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Women who own a house both alone and jointly (% of women age 15-49): Q3

Women who own house both alone and jointly (% of women age 15-49): Q3 is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. "Both alone and jointly" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Women who own a house both alone and jointly (% of women age 15-49): Q4

Women who own house both alone and jointly (% of women age 15-49): Q4 is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. "Both alone and jointly" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Women who own a house both alone and jointly (% of women age 15-49): Q5 (highest)

Women who own house both alone and jointly (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. "Both alone and jointly" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Women who own a house both alone and jointly (% of women age 15-49)

Women who own house both alone and jointly (% of women age 15-49) is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. "Both alone and jointly" Implies a woman owns a house alone and another house jointly with someone else.


Men who own a house both alone and jointly (% of men): Q1 (lowest)

Men who own house both alone and jointly (% of men): Q1 (lowest) is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. "Both alone and jointly" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Men who own a house both alone and jointly (% of men): Q2

Men who own house both alone and jointly (% of men): Q2 is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. "Both alone and jointly" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Men who own a house both alone and jointly (% of men): Q3

Men who own house both alone and jointly (% of men): Q3 is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. "Both alone and jointly" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Men who own a house both alone and jointly (% of men): Q4

Men who own house both alone and jointly (% of men): Q4 is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. "Both alone and jointly" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Men who own a house both alone and jointly (% of men): Q5 (highest)

Men who own house both alone and jointly (% of men): Q5 (highest) is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. "Both alone and jointly" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Men who own a house both alone and jointly (% of men)

Men who own house both alone and jointly (% of men) is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. "Both alone and jointly" Implies a man owns a house alone and another house jointly with someone else.


Women who own a house alone (% of women age 15-49): Q1 (lowest)

Women who own house alone (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Women who own a house alone (% of women age 15-49): Q2

Women who own house alone (% of women age 15-49): Q2 is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Women who own a house alone (% of women age 15-49): Q3

Women who own house alone (% of women age 15-49): Q3 is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Women who own a house alone (% of women age 15-49): Q4

Women who own house alone (% of women age 15-49): Q4 is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Women who own a house alone (% of women age 15-49): Q5 (highest)

Women who own house alone (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Women who own a house alone (% of women age 15-49)

Women who own house alone (% of women age 15-49) is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone).


Men who own a house alone (% of men): Q1 (lowest)

Men who own house alone (% of men): Q1 (lowest) is the percentage of men who only solely own a house which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.


Men who own a house alone (% of men): Q2

Men who own house alone (% of men): Q2 is the percentage of men who only solely own a house which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.