National assessment for learning outcomes in Niger, CP, Mathematics, optimal competency (%)

Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Georgia, grade 9, Mathematics, students in higher level (%)

Students with higher competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.

Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.


Making the Grade Scores in Ghana, P3 Literacy in English, Words per minute (mean)

Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), optimal competency

Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Niger, CE2, Mathematics, optimal competency (%)


National assessment for learning outcomes in Georgia, grade 9, Language, students in highest level (%)

Students with highest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


Making the Grade Scores in Ghana, P5, Literacy in English, Words per minute (mean)

Mean words per minute read in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, optimal competency


National assessment for learning outcomes in Niger, CM2, Mathematics, optimal competency (%)


National assessment for learning outcomes in Georgia, grade 9, Mathematics, students in highest level (%)


Making the Grade Scores in Ghana, P3, Literacy in English, Zero score

Zero score in results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment at the end of secondary (BAC) in Guinea, optimal competency


National assessment for learning outcomes in Niger, CP, Mathematics, minimal competency (%)

Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Albania, grade 9, Mathematics (mean score)

Mean score calculated for the results of the national assessment carried out in the specific subject and grade. Country-specific definition and method are determined by country. Scale goes up to 50.


PASEC in Burkina Faso, CM1, French (mean score)

Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.


Baccalaureate in Central African Republic, exam at the end of secondary education, success rate (%)

Success rate in the exam at the end of secondary education (Baccalaureate), as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Côte d'Ivoire, lower secondary (BEPC), mean score of all subjects

Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Physics, English, SVT, L2, H-G and ECM, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


PASEC in Cameroon, grades 2 and 5, Mathematics (mean score)


National assessment for learning outcomes in Ethiopia, grade 10, Mathematics, optimal competency (%)

Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.


TIMSS in Georgia, grade 4, Mathematics (mean score)

Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.


National assessment for learning outcomes in Ghana, P6, English, students above mean (%)

Students with results above the mean competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


PASEC in Guinea, CP2, Mathematics (mean score)


PISA in Kyrgyzstan, grades 8-9, Reading - access and retrieve (mean score)

Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.


National assessment for learning outcomes in Cambodia, grade 3, Mathematics (mean score)


National assessment for learning outcomes in Laos, grade 5, Language (minimal competency)

Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Moldova, grade 9, mean competency (%)

Students with mean competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


PASEC in Madagascar, CM2, Mathematics (mean score)


SACMEQ in Mozambique, grade 5, Mathematics (mean score)

Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org.


PASEC in Mauritania, grade 5, Mathematics (mean score)


SACMEQ in Malawi, standards 3,5,7, Mathematics (mean score)

Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org. In Malawi SACMEQ I tested learners on English; SACMEQ II on English and Mathematics; and SACMEQ III on English, Mathematics, and HIV/AIDs.


National assessment for learning outcomes in Niger, CE2, French (mean score)


National assessment for learning outcomes (SNERS) in Senegal, CE2, French, minimal competency (%)

Minimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)

Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Converts fractions with denominator of 10 to decimals. Calculates with whole numbers using one operation (x, -, + or ;) in a one step word problem; recognizes 2D and 3D shapes.


National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 2, scores in indicated level (%)

Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Locates text expressed in short repetitive sentences and can deal with text unaided by pictures. Type of text is limited to short sentences and phrases with repetitive patterns.


National assessment for learning outcomes in Zambia, grade 5, Mathematics (mean score)


Making the Grade Scores in Ghana, P5, Literacy in English, Zero score

Zero score in results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), maximal competency

Maximum competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Niger, CE2, Mathematics, minimal competency (%)

Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


Making the Grade Scores in Ghana, P3, Numeracy, Correct Additions (%)

Students capable of perform correct additions in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, maximal competency


National assessment for learning outcomes in Niger, CM2, Mathematics, minimal competency (%)


Making the Grade Scores in Ghana, P5, Numeracy, Correct Additions (%)


National assessment at the end of secondary (BAC) in Guinea, maximal competency


National assessment for learning outcomes in Niger, CP, Mathematics, under minimal competency (%)

Students under minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


Making the Grade Scores in Ghana, P3, Numeracy, Correct Multiplications (%)

Students capable of performing correct multiplications in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), success rate (%)

Success rate calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Niger, CE2, Mathematics, under minimal competency (%)


Making the Grade Scores in Ghana, P5, Numeracy, Correct Multiplications (%)

Students capable of perform correct multiplications in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, success rate (%)


National assessment for learning outcomes in Niger, CM2, Mathematics, under minimal competency (%)


Making the Grade Scores in Ghana, P3, Numeracy, Zero score


National assessment at the end of secondary (BAC) in Guinea, success rate (%)


National assessment for learning outcomes in Niger, end of 1st degree certificate, success rate (%)

Success rate in the end of 1st degree certificate, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


Making the Grade Scores in Ghana, P5, Numeracy, Zero score


PISA in Albania, grade 9 and 10, Reading (mean score)

Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/


PASEC in Burkina Faso, CP2, Mathematics (mean score)

Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.


National assessment for learning outcomes in Côte d'Ivoire, primary (CEPE), minimal competency (%)

Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Sciences and H-G, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Ethiopia, grade 10, Biology, optimal competency (%)

Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.


TIMSS in Georgia, grade 4, Science (mean score)

Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.


National assessment for learning outcomes in Ghana, P3, Mathematics, students above mean (%)

Students with results above the mean competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


PASEC in Guinea, CP2, French and Mathematics (mean score)


PISA in Kyrgyzstan, grades 8-9, Reading - integrate and interpret (mean score)

Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.


National assessment for learning outcomes in Cambodia, grade 6, Language (mean score)

Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Laos, grade 5, Language (proficiency)

Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Moldova, grade 4, minimal competency (%)

Students with minimal competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Niger, CM2, French (mean score)


National assessment for learning outcomes (SNERS) in Senegal, CE2, Mathematics, optimal competency (%)

Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)

Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Identifies place value; determines the value of a simple number sentence; understands equivalent fractions; adds and subtracts simple fractions; carries out multiple operations in correct order; converts and estimates common and familiar measurement units in solving problems.


National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 3, scores in indicated level (%)

Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Reads and understands longer passages. Can search backwards or forwards through text for information. Understands paraphrasing. Expanding vocabulary enables understanding of sentences with some complex structure.


SACMEQ in Zambia, grade 5, Reading (mean score)

Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org.


PISA in Albania, grade 9 and 10, Mathematics (mean score)


PASEC in Burkina Faso, CM1, Mathematics (mean score)


National assessment for learning outcomes in Côte d'Ivoire, lower secondary (BEPC), minimal competency (%)

Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Physics, English, SVT, L2, H-G and ECM, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Subjects include: French, Mathematics, Physics, English, SVT, L2, H-G and ECM.


National assessment for learning outcomes in Ethiopia, grade 10, Chemistry, optimal competency (%)


TIMSS in Georgia, grade 8, Mathematics (mean score)


National assessment for learning outcomes in Ghana, P6, Mathematics, students above mean (%)


PASEC in Guinea, CM1, French (mean score)


PISA in Kyrgyzstan, grades 8-9, Reading - reflect and evaluate (mean score)


National assessment for learning outcomes in Cambodia, grade 6, Mathematics (mean score)


National assessment for learning outcomes in Laos, grade 5, Mathematics (mean score)


National assessment for learning outcomes in Moldova, grade 9, minimal competency (%)


National assessment for learning outcomes in Niger, CP, French, optimal competency (%)

Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes (SNERS) in Senegal, CE2, French, optimal competency (%)


Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Reads, writes and compares larger numbers; solves problems involving calendars and currency, area and volume; uses charts and tables for estimation; solves inequalities; transformations with 3D figures; knowledge of angles in regular figures; understands simple transformations with 2D and 3D shapes.


National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 4, scores in indicated level (%)

Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Links information from different parts of the text. Selects and connects text to derive and infer different possible meanings.


SACMEQ in Zambia, grade 5, Mathematics (mean score)


PISA in Albania, grade 9 and 10, Science (mean score)

Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/


National assessment for learning outcomes in Côte d'Ivoire, primary (CEPE), optimal competency (%)

Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Sciences and H-G, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Ethiopia, grade 10, Physics, optimal competency (%)

Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.


TIMSS in Georgia, grade 8, Science (mean score)

Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.


National assessment for learning outcomes in Ghana, P3, English, students above minimal competency (%)

Students with results above the minimal competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 35% of results or more in the test.


PASEC in Guinea, CM1, Mathematics (mean score)

Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.


PISA in Kyrgyzstan, grades 8-9, Reading - continuous texts (mean score)

Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.


National assessment for learning outcomes in Cambodia, grade 9, Language (mean score)

Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Laos, grade 5, Mathematics (minimal competency)

Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Moldova, grade 4, proficient competency (%)

Students with proficient competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Niger, CE2, French, optimal competency (%)


PASEC in Senegal, CM1, Mathematics (mean score)


National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)

Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Calculates with multiple and varied operations; recognizes rules and patterns in number sequences; calculates the perimeter and area of irregular shapes; measurement of irregular objects; recognized transformed figures after reflection; solves problems with multiple operations involving measurement units, percentage and averages.


National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 5, scores in indicated level (%)

Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Links inferences and identifies an author's intention from information stated in different ways, in different text types and in documents where the message is not explicit.


National assessment for learning outcomes in Côte d'Ivoire, lower secondary (BEPC), optimal competency (%)

Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Physics, English, SVT, L2, H-G and ECM, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Ethiopia, grade 10, average of all subjects, optimal competency (%)


PISA in Georgia, grade 9, Reading (mean score)


National assessment for learning outcomes in Ghana, P6, English, students above minimum competency (%)

Students with results above the mean competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 35% of results or more in the test.


PASEC in Guinea, CM1, French and Mathematics (mean score)


PISA in Kyrgyzstan, grades 8-9, Reading - non-continuous texts (mean score)


National assessment for learning outcomes in Cambodia, grade 9, Mathematics (mean score)


National assessment for learning outcomes in Laos, grade 5, Mathematics (proficiency)


National assessment for learning outcomes in Moldova, grade 9, proficient competency (%)


National assessment for learning outcomes in Niger, CM2, French, optimal competency (%)

Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


PASEC in Senegal, CM1, French (mean score)


Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Problem solving with periods of time, length, area and volume; embedded and dependent number patterns; develops formulas; recognizes 3D figures after rotation and reflection and embedded figures and right angles in irregular shapes; use data from graphs.


National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 6, scores in indicated level (%)

Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Combines text with outside knowledge to infer various meanings, including hidden meanings. Identifies an author's purposes, attitudes, values, beliefs, motives, unstated assumptions and arguments.


PASEC in Côte d'Ivoire, CP2 and CM1, French and Mathematics (mean score)


National assessment for learning outcomes in Ethiopia, grade 12, English, optimal competency (%)


PISA in Georgia, grade 9, Mathematics (mean score)

Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/


National assessment for learning outcomes in Ghana, P3, Mathematics, students above minimal competency (%)


PASEC in Guinea, CP2, French and Mathematics, mean score at the end of year (%)

Mean score calculated at the end of the year for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.


PISA in Kyrgyzstan, grades 8-9, Reading - mathematics (mean score)


National assessment for learning outcomes in Laos, grade 5, world around us (mean score)


PIRLS in Moldova, grade 4, Reading (mean score)

Mean score calculated for the results of the Progress in International Reading Literacy Study (PIRLS) on the reading achievement of fourth grade students, as reported by the Local Education Group (LEG). It was first conduced in 2001 and then every five years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: pirls.bc.edu.


National assessment for learning outcomes in Niger, CP, French, minimal competency (%)

Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


PASEC in Senegal, Mathematics, (mean score)


National assessment for learning outcomes in Ethiopia, grade 12, Mathematics, optimal competency (%)

Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.


PISA in Georgia, grade 9, Science (mean score)


National assessment for learning outcomes in Ghana, P6, Mathematics, students above minimal competency (%)

Students with results above the minimal competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 35% of results or more in the test.


PASEC in Guinea, CM1, French and Mathematics, mean score at the end of year (%)


PISA in Kyrgyzstan, grades 8-9, Reading - science (mean score)

Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.


National assessment for learning outcomes in Laos, grade 5, world around us (minimal competency)


TIMSS in Moldova, Mathematics (mean score)

Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.


National assessment for learning outcomes in Niger, CE2, French, minimal competency (%)


PASEC in Senegal, French (mean score)

Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.


National assessment for learning outcomes in Ethiopia, grade 12, Biology, optimal competency (%)


National assessment for learning outcomes in Georgia, grade 1, English, students in lowest level (%)

Students with lowest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Ghana, P3, English, students above proficient levels (%)

Students with results above the proficient competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 55% of results or more in the test.


PASEC in Guinea, CP2, French and Mathematics, mean score at the end of year (%)


National assessment for learning outcomes in Laos, grade 5, world around us (proficiency)

Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.


National assessment for learning outcomes in Niger, CM2, French, minimal competency (%)


Realization of national assessments (yes=1, no=0, see notes if available)

It indicates if national assessments for learning outcomes are administered for primary and lower secondary level and in which grade. Please refer to the subtopic Learning Outcomes and the specific country for details on the scores obtained in these assessments, as reported by the Local Education Group (LEG).

Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.


Administration of oral reading fluency tests (yes=1, no=0, see notes if available)

It indicates if oral reading fluency tests are administered for primary and lower secondary level and in which grade. Please refer to the subtopic Learning Outcomes and the specific country for details on the scores obtained in these assessments, as reported by the Local Education Group (LEG).


Employees (%)

Share of the labor force (ages 18-65) that is a wage or salary worker

LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).


Employees-Bottom 40 Percent (%)

Share of the labor force (ages 18-65) in the bottom 40 percent that is a wage or salary worker


Employees-Top 60 Percent (%)

Share of the labor force (ages 18-65) in the top 60 percent that is a wage or salary worker


Employers (%)

Share of the labor force (ages 18-65) that is an employer


Employers-Bottom 40 Percent (%)

Share of the labor force (ages 18-65) in the bottom 40 percent that is an employer


Employers-Top 60 Percent (%)

Share of the labor force (ages 18-65) in the top 60 percent that is an employer


Labor Force Participation Rate (%)

Share of the population (ages 18-65) that is in the labor force


Labor Force Participation Rate (%)-Bottom 40 Percent

Share of the population (ages 18-65) in the Bottom 40 percent that is in the labor force


Labor Force Participation Rate (%)-Top 60 Percent

Share of the population (ages 18-65) in the Top 60 percent that is in the labor force


Self-Employed (%)

Share of the labor force (ages 18-65) that is self-employed and not an employer


Self-Employed-Bottom 40 Percent (%)

Share of the labor force (ages 18-65) in the bottom 40 percent that is self-employed and not an employer


Self-Employed-Top 60 Percent (%)

Share of the labor force (ages 18-65) in the top 60 percent that is a self-employed and not an employer


Unemployed (%)

Share of the labor force (ages 18-65) that is unemployed


Unemployed-Bottom 40 Percent (%)

Share of the labor force (ages 18-65) in the bottom 40 percent that is unemployed


Unemployed-Top 60 Percent (%)

Share of the labor force (ages 18-65) in the top 60 percent that is unemployed


Unpaid Workers (%)

Share of the labor force (ages 18-65) that works without pay


Unpaid Workers-Bottom 40 Percent (%)

Share of the labor force (ages 18-65) in the bottom 40 percent that works without pay


Unpaid Workers-Top 60 Percent (%)

Share of the labor force (ages 18-65) in the top 60 percent that works without pay


Employees (%), Male

Share of the male labor force (ages 18-65) that is a wage or salary worker


Employees-Bottom 40 Percent (%), Male

Share of the male labor force (ages 18-65) in the bottom 40 percent that is a wage or salary worker


Employees-Top 60 Percent (%), Male

Share of the male labor force (ages 18-65) in the top 60 percent that is a wage or salary worker


Employers (%), Male

Share of the male labor force (ages 18-65) that is an employer


Employers-Bottom 40 Percent (%), Male

Share of the male labor force (ages 18-65) in the bottom 40 percent that is an employer


Employers-Top 60 Percent (%), Male

Share of the male labor force (ages 18-65) in the top 60 percent that is an employer


Labor Force Participation Rate (%), Male

Share of the male population (ages 18-65) that is in the labor force


Labor Force Participation Rate (%)-Bottom 40 Percent, Male

Share of the male population (ages 18-65) in the Bottom 40 percent that is in the labor force


Labor Force Participation Rate (%)-Top 60 Percent, Male

Share of the male population (ages 18-65) in the Top 60 percent that is in the labor force


Self-Employed (%), Male

Share of the male labor force (ages 18-65) that is self-employed and not an employer


Self-Employed-Bottom 40 Percent (%), Male

Share of the male labor force (ages 18-65) in the bottom 40 percent that is self-employed and not an employer


Self-Employed-Top 60 Percent (%), Male

Share of the male labor force (ages 18-65) in the top 60 percent that is a self-employed and not an employer


Unemployed (%), Male

Share of the male labor force (ages 18-65) that is unemployed


Unemployed-Bottom 40 Percent (%), Male

Share of the male labor force (ages 18-65) in the bottom 40 percent that is unemployed


Unemployed-Top 60 Percent (%), Male

Share of the male labor force (ages 18-65) in the top 60 percent that is unemployed


Unpaid Workers (%), Male

Share of the male labor force (ages 18-65) that works without pay


Unpaid Workers-Bottom 40 Percent (%), Male

Share of the male labor force (ages 18-65) in the bottom 40 percent that works without pay


Unpaid Workers-Top 60 Percent (%), Male

Share of the male labor force (ages 18-65) in the top 60 percent that works without pay


Alignment of aid to education (% of total international aid to education)

Estimated international education aid reported on the government’s budget and expressed as a percentage of the disbursed education aid for the government sector. Government sector aid includes aid disbursed in the context of an agreement with administrations (ministries, departments, agencies or municipalities) authorized to receive revenue or undertake expenditures on behalf of central government. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments.

This indicator is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector. Data was collected in 2011 by the Global Partnership for Education (GPE) from Ministries of Education and development partners on selected Paris Declaration indicators, which were adapted for the education sector, and on other additional information. Three tools were used to collect this data: the Ministry of Education Questionnaire and the Donor questionnaire for quantitative data, and an Explanatory Note for qualitative data. The GPE Secretariat worked closely with Local Education Groups (LEGs ) to collect, process, produce, review and validate this information; and the Coordinating Agency or lead donor was tasked to coordinate the exercise with the LEG and to work with the Ministry of Education. Information refers to data from 2010. For further details in this exercise please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2.


Employees (%), Female

Share of the female labor force (ages 18-65) that is a wage or salary worker


Employees-Bottom 40 Percent (%), Female

Share of the female labor force (ages 18-65) in the bottom 40 percent that is a wage or salary worker


Employees-Top 60 Percent (%), Female

Share of the female labor force (ages 18-65) in the top 60 percent that is a wage or salary worker


Employers (%), Female

Share of the female labor force (ages 18-65) that is an employer


Employers-Bottom 40 Percent (%), Female

Share of the female labor force (ages 18-65) in the bottom 40 percent that is an employer


Employers-Top 60 Percent (%), Female

Share of the female labor force (ages 18-65) in the top 60 percent that is an employer


Labor Force Participation Rate (%), Female

Share of the female population (ages 18-65) that is in the labor force


Labor Force Participation Rate (%)-Bottom 40 Percent, Female

Share of the female population (ages 18-65) in the Bottom 40 percent that is in the labor force


Labor Force Participation Rate (%)-Top 60 Percent, Female

Share of the female population (ages 18-65) in the Top 60 percent that is in the labor force


Self-Employed (%), Female

Share of the female labor force (ages 18-65) that is self-employed and not an employer


Self-Employed-Bottom 40 Percent (%), Female

Share of the female labor force (ages 18-65) in the bottom 40 percent that is self-employed and not an employer


Self-Employed-Top 60 Percent (%), Female

Share of the female labor force (ages 18-65) in the top 60 percent that is a self-employed and not an employer


Unemployed (%), Female

Share of the female labor force (ages 18-65) that is unemployed


Unemployed-Bottom 40 Percent (%), Female

Share of the female labor force (ages 18-65) in the bottom 40 percent that is unemployed


Unemployed-Top 60 Percent (%), Female

Share of the female labor force (ages 18-65) in the top 60 percent that is unemployed


Unpaid Workers (%), Female

Share of the female labor force (ages 18-65) that works without pay


Unpaid Workers-Bottom 40 Percent (%), Female

Share of the female labor force (ages 18-65) in the bottom 40 percent that works without pay


Unpaid Workers-Top 60 Percent (%), Female

Share of the female labor force (ages 18-65) in the top 60 percent that works without pay


Coordinated technical cooperation (% of total cooperation to education)

Technical cooperation from development partners provided through coordinated programs and expressed as a percentage of the total disbursed technical cooperation. Coordinated technical cooperation is consistent with the capacity development priorities of the developing recipient government. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments.


Use of public financial management country systems (% of total international aid to education)

International education aid using national public financial management (PFM) systems and expressed as a percentage of the disbursed education aid for the government sector. PFM systems include budge execution procedures, financial reporting procedures and auditing procedures. Donors use national budget execution procedures when the funds they provide are managed according to the national budgeting procedures established in the general legislation and implemented by government. The use of national financial reporting means that donors do not impose additional requirements on governments for financial reporting. The use of national auditing procedures means that donors rely on the audit opinions issued by the country's supreme audit institution and on the government's normal financial reports/statements. Government sector aid includes aid disbursed in the context of an agreement with administrations (ministries, departments, agencies or municipalities) authorized to receive revenue or undertake expenditures on behalf of central government. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments.


Use of procurement country systems (% of total international aid to education)

International education aid using national procurement systems and procedures expressed as a percentage of the disbursed education aid for the government sector. Donors use national procurement systems when the funds they provide for the implementation of projects and programs are managed according to the national procurement procedures as they were established in the general legislation and implemented by government. Government sector aid includes aid disbursed in the context of an agreement with administrations (ministries, departments, agencies or municipalities) authorized to receive revenue or undertake expenditures on behalf of central government. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments.


Number of parallel implementation units, education sector

Number of parallel implementation units (PIUs) in the education sector, as reported by the development donors. A project implementation unit (PIU) is parallel when it is created and operates outside existing country institutional and administrative structures at the behest of a donor. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments.


Aid provided through program based approaches (% of international aid to education)

International education aid provided in the context of programme-based approaches (PBAs) and expressed as a percentage of the total disbursed education aid. This indicator is measured by the donors’ use of (general or sector) budget support and/or joint financing mechanisms such as pool funding mechanisms. PBA is a way of engaging in development co-operation based on the principles of coordinated support for a locally owned programme of development, such as a national education plan. Programme-based approaches share the following features: Leadership by the host country; a single comprehensive programme and budget framework; a formalized process for donor coordination and harmonization of donor procedures; efforts to increase the use of country systems. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments.


9060000:ACTUAL HOUSING, WATER, ELECTRICITY, GAS AND OTHER FUELS


9100000:HOUSEHOLDS AND NPISHS FINAL CONSUMPTION EXPENDITURE


9140000:ACTUAL MISCELLANEOUS GOODS AND SERVICES


9260000:INDIVIDUAL CONSUMPTION EXPENDITURE BY HOUSEHOLDS WITHOUT HOUSING


9270000:GENERAL GOVERNMENT FINAL CONSUMPTION EXPENDITURE


001.Number of Exporters

Exporter Dynamics Database – Indicators at Country-Year Level

Exporter-level information on export transactions - Customs


029.Export Value per Incumbent: First Quartile


030.Export Value per Incumbent: Third Quartile


034.Growth of Incumbents: First Quartile


035.Growth of Incumbents: Third Quartile


037.Growth of Surviving Entrants: Median


038.Growth of Surviving Entrants: StDev.


039.Growth of Surviving Entrants: First Quartile


040.Growth of Surviving Entrants: Third Quartile


009.Export Value per Exporter: First Quartile


010.Export Value per Exporter: Third Quartile


014.Export Value per Entrant: First Quartile


015.Export Value per Entrant: Third Quartile


019.Export Value per Exiter: First Quartile


020.Export Value per Exiter: Third Quartile


021.Export Value per Surviving Entrant: Mean


022.Export Value per Surviving Entrant: Median


023.Export Value per Surviving Entrant: StDev.


024.Export Value per Surviving Entrant: First Quartile


025.Export Value per Surviving Entrant: Third Quartile


Account (% age 15+)

The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for "financial institution account") or report personally using a mobile money service in the past year (see the definition for "mobile money account").


Account, female (% age 15+)

The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for "financial institution account") or report personally using a mobile money service in the past year (see the definition for "mobile money account"), female (% age 15+)


Account, urban (% age 15+)

The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for "financial institution account") or report personally using a mobile money service in the past year (see the definition for "mobile money account"), urban (% age 15+)


Account, out of labor force (% age 15+)

The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for "financial institution account") or report personally using a mobile money service in the past year (see the definition for "mobile money account"), out of labor force (% age 15+)


Account, in labor force (% age 15+)

The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for "financial institution account") or report personally using a mobile money service in the past year (see the definition for "mobile money account"), in labor force (% age 15+)


Account, male (% age 15+)

The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for "financial institution account") or report personally using a mobile money service in the past year (see the definition for "mobile money account"), male (% age 15+)


Account, young (% ages 15-24)

The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for "financial institution account") or report personally using a mobile money service in the past year (see the definition for "mobile money account"), young (% ages 15-24)


Account, older (% age 25+)

The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for "financial institution account") or report personally using a mobile money service in the past year (see the definition for "mobile money account"), older (% age 25+)


Account, primary education or less (% ages 15+)

The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for "financial institution account") or report personally using a mobile money service in the past year (see the definition for "mobile money account"), primary education or less (% ages 15+)


Account, secondary education or more (% ages 15+)

The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for "financial institution account") or report personally using a mobile money service in the past year (see the definition for "mobile money account"), secondary education or more (% ages 15+)


Account, income, poorest 40% (% ages 15+)

The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for "financial institution account") or report personally using a mobile money service in the past year (see the definition for "mobile money account"), poorest 40% (% ages 15+)


Account, income, richest 60% (% ages 15+)

The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for "financial institution account") or report personally using a mobile money service in the past year (see the definition for "mobile money account"), richest 60% (% ages 15+)


Account, rural (% age 15+)

The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see the definition for "financial institution account") or report personally using a mobile money service in the past year (see the definition for "mobile money account"), rural (% age 15+)


Account, income, poorest 40% (% age 15+)


Account, income, richest 60% (% age 15+)


EDSTATS: Adjusted Primary Math Score

A test score that has been standardized over time and across various international and regional mathematics assessments taken at the primary school level. It is calculated by creating a ratio between U.S. primary math scores on international tests (such as PISA and TIMSS) to primary math scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw primary math international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Primary math test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average primary math scores in a given regional test and primary math scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted primary math test scores comparable over across time, over countries and over all assessments.

Angrist, N., Patrinos, H. and  Schlotter, M.. The World Bank (2013)


EDSTATS: Average Adjusted Primary Test Score

A test score that has been standardized over time, across subjects, and across various international and regional assessments taken at the primary school level. It is calculated by creating a ratio between U.S. primary scores averaged across subjects on all international tests (such as PISA and TIMSS) to average primary scores averaged across subjects on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw international primary scores are averaged across subjects and approximated to the nearest 5-year interval, averaged across tests, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Primary test scores from countries which only participate in regional assessments are included in the above transformation after being averaged across subjects and then multiplied by a ratio comparing average primary scores across subjects in a given regional test and average primary scores across subjects on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted primary test scores comparable over across time, across subjects, over countries and over all assessments.


EDSTATS: Adjusted Primary Reading Score

A test score that has been standardized over time and across various international and regional reading assessments taken at the primary school level. It is calculated by creating a ratio between U.S. primary reading scores on international tests (such as PISA and TIMSS) to primary reading scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw international primary reading scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Primary reading test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average primary reading scores in a given regional test and primary reading scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted primary reading test scores comparable over across time, over countries and over all assessments.


EDSTATS: Adjusted Primary Science Score

A test score that has been standardized over time and across various international and regional science assessments taken at the primary school level. It is calculated by creating a ratio between U.S. primary science scores on international tests (such as PISA and TIMSS) to primary science scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw primary science international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Primary science test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average primary science scores in a given regional test and primary science scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted primary science test scores comparable over across time, over countries and over all assessments.


EDSTATS: Average Adjusted Test Score

A test score that has been standardized over time, across subjects, across schooling levels, and across various international and regional assessments. It is calculated by creating a ratio between U.S. scores averaged across subjects and over schooling level on all international tests (such as PISA and TIMSS) to average scores averaged across subjects and over schooling levels on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw international scores are averaged across subjects and over school levels and approximated to the nearest 5-year interval, averaged across tests, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Test scores from countries which only participate in regional assessments are included in the above transformation after being averaged across subjects and over schooling levels and then multiplied by a ratio comparing average scores across subjects and schooling levels in a given regional test and average scores across subjects and schooling levels on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted test scores comparable over time, across subjects, across schooling levels, over countries and over all assessments.


EDSTATS: Adjusted Secondary Math Score

A test score that has been standardized over time and across various international and regional mathematics assessments taken at the secondary school level. It is calculated by creating a ratio between U.S. secondary math scores on international tests (such as PISA and TIMSS) to secondary math scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw secondary math international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Secondary math test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average secondary math scores in a given regional test and secondary math scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted secondary math test scores comparable over across time, over countries and over all assessments.


EDSTATS: Average Adjusted Secondary Test Score

A test score that has been standardized over time, across subjects, and across various international and regional assessments taken at the secondary school level. It is calculated by creating a ratio between U.S. secondary scores averaged across subjects on all international tests (such as PISA and TIMSS) to average secondary scores averaged across subjects on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw international secondary scores are averaged across subjects and approximated to the nearest 5-year interval, averaged across tests, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Secondary test scores from countries which only participate in regional assessments are included in the above transformation after being averaged across subjects and then multiplied by a ratio comparing average secondary scores across subjects in a given regional test and average secondary scores across subjects on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted secondary test scores comparable over time, across subjects, over countries and over all assessments.


EDSTATS: Adjusted Secondary Reading Score

A test score that has been standardized over time and across various international and regional reading assessments taken at the secondary school level. It is calculated by creating a ratio between U.S. secondary reading scores on international tests (such as PISA and TIMSS) to secondary reading scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw secondary reading international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Secondary reading test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average secondary readings scores in a given regional test and secondary reading scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted secondary reading test scores comparable over across time, over countries and over all assessments.


EDSTATS: Adjusted Secondary Science Score

A test score that has been standardized over time and across various international and regional science assessments taken at the secondary school level. It is calculated by creating a ratio between U.S. secondary science scores on international tests (such as PISA and TIMSS) to secondary science scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw secondary science international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Secondary science test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average secondary science scores in a given regional test and secondary science scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted secondary science test scores comparable over across time, over countries and over all assessments.


Agricultural machinery, tractors

Agricultural machinery refers to the number of wheel and crawler tractors (excluding garden tractors) in use in agriculture at the end of the calendar year specified or during the first quarter of the following year.

Food and Agriculture Organization, electronic files and web site.


Cereal food aid deliveries (FAO, tonnes)

Food aid shipments represent a transfer of food commodities from donor to recipient countries on a total-grant basis. Processed and blended cereals are converted into their grain equivalent by applying the conversion factors included in the Rule of Procedures under the 1999 Food Aid Convention to facilitate comparisons between deliveries of different commodities.  For cereals, the period refers to July/June, beginning in the year shown.

World Food Programme, electronic files and web site (http://www.wfp.org/fais/)


Total food (cereals and non-cereal) food aid deliveries (FAO, tonnes)

Food aid represent a transfer of food commodities from donor to recipient countries on a total-grant basis or on highly concessional terms.


Non-cereal food aid deliveries (FAO, tonnes)

Non-cereal commodities or commodity groups include skimmed milk powder, vegetable oil, butter oil, other dairy products, meat, fish, pulses, sugar, dried fruit and other foodstuffs. From 1977 to 1986, because of the non-availability of data, non-cereal food aid is composed of four commodities only: skimmed milk powder, vegetable oil, butter oil and other dairy products.


Fertilizer consumption (% of fertilizer production)

Fertilizer consumption measures the quantity of plant nutrients used per unit of arable land. Fertilizer products cover nitrogenous, potash, and phosphate fertilizers (including ground rock phosphate). Traditional nutrients--animal and plant manures--are not included. For the purpose of data dissemination, FAO has adopted the concept of a calendar year (January to December). Some countries compile fertilizer data on a calendar year basis, while others are on a split-year basis.


Fertilizer consumption (kilograms per hectare of arable land)

Fertilizer consumption measures the quantity of plant nutrients used per unit of arable land. Fertilizer products cover nitrogenous, potash, and phosphate fertilizers (including ground rock phosphate). Traditional nutrients--animal and plant manures--are not included. For the purpose of data dissemination, FAO has adopted the concept of a calendar year (January to December). Some countries compile fertilizer data on a calendar year basis, while others are on a split-year basis. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.


Producer Price for Barley (per tonne, current US$)

Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT,


Producer Price for Barley (per tonne, current LCU)


Producer Price for Fonio (per tonne, current US$)


Producer Price for Fonio (per tonne, current LCU)


Producer Price for Millet (per tonne, current US$)


Producer Price for Millet (per tonne, current LCU)


Producer Price for Maize (per tonne, current US$)

Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93.  The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.


Producer Price for Maize (per tonne, current LCU)


Producer Price for Rice, paddy (per tonne, current US$)


Producer Price for Rice, paddy (per tonne, current LCU)


Producer Price for Sorghum (per tonne, current US$)


Producer Price for Sorghum (per tonne, current LCU)


Producer Price for Wheat (per tonne, current US$)


Producer Price for Wheat (per tonne, current LCU)


Wood charcoal production quantity (tonnes)

Wood carbonized by partial combustion or application of heat from an external source. It is used as a fuel or for other uses. Figures are given in weight (MT).


Wood fuel production quantity (CUM, solid volume units)

Wood fuel refers to all roundwood used as fuel for purposes such as cooking, heating, or power production. It includes wood harvested from main stems, branches and other parts of trees. It also includes wood intended for charcoal production.


Agricultural land (hectares)

Agricultural land refers to the share of land area that is arable, under permanent crops, and under permanent pastures. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded. Land under permanent crops is land cultivated with crops that occupy the land for long periods and need not be replanted after each harvest, such as cocoa, coffee, and rubber. This category includes land under flowering shrubs, fruit trees, nut trees, and vines, but excludes land under trees grown for wood or timber. Permanent pasture is land used for five or more years for forage, including natural and cultivated crops.


Arable land (hectares)

Arable land (in hectares) includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.


Arable land (hectares per person)

Arable land (hectares per person) includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.


Arable land (% of land area)

Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.


Land under barley production (hectares)

Land under barley production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.


Cereal cropland (% of land area)

Land under cereal production refers to harvested area, although some countries report only sown or cultivated area. Cereals include wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.

Food and Agriculture Organization, Production Yearbook and data files.


Permanent cropland (hectares)

Permanent cropland is land cultivated with crops that occupy the land for long periods and need not be replanted after each harvest, such as cocoa, coffee, and rubber. This category includes land under flowering shrubs, fruit trees, nut trees, and vines, but excludes land under trees grown for wood or timber.


Arable and permanent cropland (hectares)

This land category is the sum of areas under “Arable land” and "Permanent crops”.   Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under


Rural land area where elevation is below 5 meters (sq. km)

Rural land area below 5m is the total rural land area in square kilometers where the elevation is 5 meters or less.

Center for International Earth Science Information Network - CIESIN - Columbia University, and CUNY Institute for Demographic Research - CIDR - City University of New York. 2021. Low Elevation Coastal Zone (LECZ) Urban-Rural Population and Land Area Estimates, Version 3. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). https://doi.org/10.7927/d1x1-d702.


Rural land area where elevation is below 5 meters (% of total land area)

Rural land area below 5m is the percentage of total land where the rural land elevation is 5 meters or less.


Urban land area where elevation is below 5 meters (sq. km)

Urban land area below 5m is the total urban land area in square kilometers where the elevation is 5 meters or less.


Urban land area where elevation is below 5 meters (% of total land area)

Urban land area below 5m is the percentage of total land where the urban land elevation is 5 meters or less.


Land area where elevation is below 5 meters (% of total land area)

Land area below 5m is the percentage of total land where the elevation is 5 meters or less.


Land under fonio production (hectares)

Land under fonio production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.


Tree Cover Loss (hectares)

Environment, Social and Governance (ESG) Data

Shows year-by-year tree cover loss, defined as stand level replacement of vegetation greater than 5 meters, within the selected area. The tree cover loss data set is a collaboration of the University of Maryland, Google, USGS, and NASA, and uses Landsat satellite images to map annual tree cover loss at a 30 × 30 meter resolution. Note that “tree cover loss” is not the same as “deforestation” – tree cover loss includes change in both natural and planted forest, and does not need to be human caused. The data from 2011 onward were produced with an updated methodology that may capture additional loss. Comparisons between the original 2001-2010 data and future years should be performed with caution.

Global Forest Watch. Tree Cover Loss (Hansen/UMD/Google/USGS/NASA).


Forest area (hectares)

Forest area is land under natural or planted stands of trees of at least 5 meters in situ, whether productive or not, and excludes tree stands in agricultural production systems (for example, in fruit plantations and agroforestry systems) and trees in urban parks and gardens.


Agricultural irrigated land (% of total agricultural land)

Agricultural irrigated land refers to agricultural areas purposely provided with water, including land irrigated by controlled flooding.


Agricultural area irrigated (ha)

Agricultural area irrigated, part of the full or partial control irrigated agricultural land which is actually irrigated in a given year. Often, part of the equipped area is not irrigated for various reasons, such as lack of water, absence of farmers, land degradation, damage, organisational problems etc.


Land area equipped for irrigation (hectares)

Area equipped to provide water (via irrigation) to the crops. It includes areas equipped for full and partial control irrigation, equipped lowland areas, pastures, and areas equipped for spate irrigation. Data are expressed in 1000 hectares.


Land under millet production (hectares)

Land under millet production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.


Land under maize production (hectares)

Land under maize production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.


Average precipitation in depth (mm per year)

Average precipitation is the long-term average in depth (over space and time) of annual precipitation in the country. Precipitation is defined as any kind of water that falls from clouds as a liquid or a solid.


Land under rice production (hectares)

Land under rice production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.


Land under sorghum production (hectares)

Land under sorghum production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.


Land area (hectares)

Land area is a country's total area, excluding area under inland water bodies, national claims to continental shelf, and exclusive economic zones. In most cases the definition of inland water bodies includes major rivers and lakes.


Rural land area (sq. km)

Rural land area in square kilometers, derived from urban extent grids which distinguish urban and rural areas based on a combination of population counts (persons), settlement points, and the presence of Nighttime Lights. Areas are defined as urban where contiguous lighted cells from the Nighttime Lights or approximated urban extents based on buffered settlement points for which the total population is greater than 5,000 persons.

Center for International Earth Science Information Network (CIESIN)/Columbia University. 2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). http://sedac.ciesin.columbia.edu/data/set/lecz-urban-rural-population-land-area-estimates-v2.


Urban land area (sq. km)

Urban land area in square kilometers, based on a combination of population counts (persons), settlement points, and the presence of Nighttime Lights. Areas are defined as urban where contiguous lighted cells from the Nighttime Lights or approximated urban extents based on buffered settlement points for which the total population is greater than 5,000 persons.


Agricultural machinery, tractors per 100 sq. km of arable land

Agricultural machinery refers to the number of wheel and crawler tractors (excluding garden tractors) in use in agriculture at the end of the calendar year specified or during the first quarter of the following year. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.


Land under wheat production (hectares)

Land under wheat production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.


Agriculture production index (1999-2001 = 100)

The FAO indices of agricultural production show the relative level of the aggregate volume of agricultural production for each year in comparison with the base period 2004-2006. They are based on the sum of price-weighted quantities of different agricultural commodities produced after deductions of quantities used as seed and feed weighted in a similar manner. The resulting aggregate represents, therefore, disposable production for any use except as seed and feed.


Barley production (metric tons)

Production data on barley relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.


Cereal production (metric tons)

Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.


Cereal production index (1999-2001 = 100)

Cereal production index covers cereals that are considered edible and that contain nutrients.  The FAO indices of agricultural production show the relative level of the aggregate volume of agricultural production for each year in comparison with the base period 2004-2006. They are based on the sum of price-weighted quantities of different agricultural commodities produced after deductions of quantities used as seed and feed weighted in a similar manner. The resulting aggregate represents, therefore, disposable production for any use except as seed and feed.


Crop production index (2014-2016 = 100)

Crop production index shows agricultural production for each year relative to the base period 2014-2016. It includes all crops except fodder crops. Regional and income group aggregates for the FAO's production indexes are calculated from the underlying values in international dollars, normalized to the base period 2014-2016.


Fonio production (metric tons)

Production data on fonio relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.


Food production index (2014-2016 = 100)

Food production index covers food crops that are considered edible and that contain nutrients. Coffee and tea are excluded because, although edible, they have no nutritive value.


Agriculture production index (gross, 1999-2001 = 100)

The FAO indices of agricultural production show the relative level of the aggregate volume of agricultural production for each year in comparison with the base period 2004-2006. They are based on the sum of price-weighted quantities of different agricultural commodities produced after deductions of quantities used as seed and feed weighted in a similar manner. The resulting aggregate represents, therefore, disposable production for any use except as seed and feed.  All the indices at the country, regional and world levels are calculated by the Laspeyres formula. Production quantities of each commodity are weighted by 2004-2006 average international commodity prices and summed for each year.  To obtain the index, the aggregate for a given year is divided by the average aggregate for the base period 2004-2006.  Since the FAO indices are based on the concept of agriculture as a single enterprise, amounts of seed and feed are subtracted from the production data to avoid double counting them, once in the production data and once with the crops or livestock produced from them.  Deductions for seed (in the case of eggs, for hatching) and for livestock and poultry feed apply to both domestically produced and imported commodities.  They cover only primary agricultural products destined to animal feed (e.g. maize, potatoes, milk, etc.). Processed and semi-processed feed items such as bran, oilcakes, meals and molasses have been completely excluded from the calculations at all stages.   should be noted that when calculating indices of agricultural, food and nonfood production, all intermediate primary inputs of agricultural origin are deducted. However, for indices of any other commodity group, only inputs originating from within the same group are deducted; thus, only seed is removed from the group “crops” and from all crop subgroups, such as cereals, oil crops, etc.; and both feed and seed originating from within the livestock sector (e.g. milk feed, hatching eggs) are removed from the group “livestock products”. For the main two livestock subgroups, namely, meat and milk, only feed originating from the respective subgroup is removed.  The  ”international commodity prices” are used in order to avoid the use of exchange rates for obtaining continental and world aggregates, and also to improve and facilitate international comparative analysis of productivity at the national level. These” international prices”, expressed in so-called ""international dollars”, are derived using a Geary-Khamis formula for the agricultural sector. This method assigns a single “price” to each commodity. For example, one metric ton of wheat has the same price regardless of the country where it was produced. The currency unit in which the prices are expressed has no influence on the indices published.  The commodities covered in the computation of indices of agricultural production are all crops and livestock products originating in each country.  Practically all products are covered, with the main exception of fodder crops. The category of food production includes commodities that are considered edible and that contain nutrients.  Accordingly, coffee and tea are excluded along with inedible commodities because, although edible, they have practically no nutritive value.  Aggregates are the sum of available data.


Cereal production index (gross, 1999-2001 = 100)

Cereal production index covers cereals that are considered edible and that contain nutrients.  The FAO indices of agricultural production show the relative level of the aggregate volume of agricultural production for each year in comparison with the base period 2004-2006. They are based on the sum of price-weighted quantities of different agricultural commodities produced after deductions of quantities used as seed and feed weighted in a similar manner. The resulting aggregate represents, therefore, disposable production for any use except as seed and feed.  All the indices at the country, regional and world levels are calculated by the Laspeyres formula. Production quantities of each commodity are weighted by 2004-2006 average international commodity prices and summed for each year.  To obtain the index, the aggregate for a given year is divided by the average aggregate for the base period 2004-2006.  Since the FAO indices are based on the concept of agriculture as a single enterprise, amounts of seed and feed are subtracted from the production data to avoid double counting them, once in the production data and once with the crops or livestock produced from them.  Deductions for seed (in the case of eggs, for hatching) and for livestock and poultry feed apply to both domestically produced and imported commodities.  They cover only primary agricultural products destined to animal feed (e.g. maize, potatoes, milk, etc.). Processed and semi-processed feed items such as bran, oilcakes, meals and molasses have been completely excluded from the calculations at all stages.   should be noted that when calculating indices of agricultural, food and nonfood production, all intermediate primary inputs of agricultural origin are deducted. However, for indices of any other commodity group, only inputs originating from within the same group are deducted; thus, only seed is removed from the group “crops” and from all crop subgroups, such as cereals, oil crops, etc.; and both feed and seed originating from within the livestock sector (e.g. milk feed, hatching eggs) are removed from the group “livestock products”. For the main two livestock subgroups, namely, meat and milk, only feed originating from the respective subgroup is removed.  The  ”international commodity prices” are used in order to avoid the use of exchange rates for obtaining continental and world aggregates, and also to improve and facilitate international comparative analysis of productivity at the national level. These” international prices”, expressed in so-called ""international dollars”, are derived using a Geary-Khamis formula for the agricultural sector. This method assigns a single “price” to each commodity. For example, one metric ton of wheat has the same price regardless of the country where it was produced. The currency unit in which the prices are expressed has no influence on the indices published.  The commodities covered in the computation of indices of agricultural production are all crops and livestock products originating in each country.  Practically all products are covered, with the main exception of fodder crops. The category of food production includes commodities that are considered edible and that contain nutrients.  Accordingly, coffee and tea are excluded along with inedible commodities because, although edible, they have practically no nutritive value.  Aggregates are the sum of available data.


Crop production index (gross, 1999-2001 = 100)

Crop production index shows agricultural production for each year relative to the base period 2004-2006. It includes all crops except fodder crops. Regional and income group aggregates for the FAO's production indexes are calculated from the underlying values in international dollars, normalized to the base period 2004-2006.


Food production index (gross, 1999-2001 = 100)


Livestock production index (gross, 1999-2001 = 100)

Livestock production index includes meat and milk from all sources, dairy products such as cheese, and eggs, honey, raw silk, wool, and hides and skins.