Proportion of population achieving at least a fixed level of proficiency in functional literacy skills, adjusted native parity index (NPIA)

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


Proportion of population achieving at least a fixed level of proficiency in functional literacy skills, adjusted wealth parity index (WPIA)

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


Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, both sexes (%)

The percentage of youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in numeracy. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, female (%)

The percentage of female youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in numeracy. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, adjusted gender parity index (GPIA)

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


Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, high socio-economic status (%)

The percentage of high socio-economic status youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in numeracy. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, low socio-economic status (%)

The percentage of low socio-economic status youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in numeracy. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, male (%)

The percentage of male youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in numeracy. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, non-immigrant background (%)

The percentage of non-immigrant youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in numeracy. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, immigrant background (%)

The percentage of immigrant youth and adults (15 years and above) who have achieved or exceeded a given level of proficiency in numeracy. This indicator is collected via skills' assessment surveys of the adult population (e.g. the Programme for the International Assessment of Adult Competencies (PIAAC), the Skills Towards Employment and Productivity (STEP) Measurement programme, the Literacy Assessment Measurement Programme (LAMP) and national adult literacy and numeracy surveys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, adjusted native parity index (NPIA)


Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, adjusted wealth parity index (WPIA)


Number of years of compulsory pre-primary education guaranteed in legal frameworks. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


Number of years of compulsory primary and secondary education guaranteed in legal frameworks

Number of years of compulsory primary and secondary education. Most countries have legislation specifying the ages and the level of education (typically pre-primary or primary education) at which children should start school. Such legislation usually also specifies either the number of years of education that are guaranteed or the age at which young people may leave education or, in some cases, both. The number of years of primary and secondary education to which children are legally entitled should ideally be the number of grades of primary and secondary education which young people are expected to have completed before being legally eligible to leave school. Years of pre-primary education covered by the legal entitlement should be excluded from this indicator. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Number of years of free pre-primary education guaranteed in legal frameworks. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


Number of years of free primary and secondary education guaranteed in legal frameworks

Number of years of primary and secondary education to which children and young people are legally entitled that are free from tuition fees. Most countries have legislation specifying the ages and the level of education (typically pre-primary or primary education) at which children should start school. Such legislation usually also specifies either the number of years of education that are guaranteed or the age at which young people may leave education or, in some cases, both. The number of years of primary and secondary education to which children are legally entitled should ideally be the number of grades of primary and secondary education which young people are expected to have completed before being legally eligible to leave school. Years of pre-primary education covered by the legal entitlement should be excluded from this indicator. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


End of the academic school year (pre-primary to post-secondary non tertiary education). For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


End of the academic school year (tertiary education)

End of the academic school year for tertiary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


End month of the academic school year (pre-primary to post-secondary non-tertiary education). For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


End month of the academic school year (tertiary education)

Ending month of the academic school year for tertiary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Start of the academic school year (pre-primary to post-secondary non tertiary education). For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


Start of the academic school year (tertiary education)

Start of the academic school year for tertiary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Start month of the academic school year (pre-primary to post-secondary non-tertiary education). For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


Start month of the academic school year (tertiary education)

Starting month of the academic school year for tertiary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Manufacturing Real Output per Empl. (1980=100)


Manufacturing Real Output per Empl. (1987=100)


Manufacturing Real Earnings per Empl. (1980=100)


Manufacturing Real Earnings per Empl.(1987=100)


Manufacturing Earnings as % of Value Added


Human development index (HDI)

The Human Development Index (HDI) is a summary measure of human development. It measures the average achievements in a country in three basic dimensions of human development: a long and healthy life, access to knowledge and a decent standard of living. The HDI is the geometric mean of normalized indices measuring achievements in each dimension. The HDI is the geometric mean of the three dimension indices and embodies imperfect substitutability across all HDI dimensions. It thus addresses one of the most serious criticisms of the linear aggregation formula, which allowed for perfect substitution across dimensions. Some substitutability is inherent in the definition of any index that increases with the values of its components. Data sources: Life expectancy at birth: UNDESA; Mean years of schooling: Barro and Lee; Expected years of schooling: UNESCO Institute for Statistics; Gross national income (GNI) per capita: World Bank.


Combined polity score

The Combined Polity score is computed by subtracting the AUTOCRACY score (UPP.INS.AUTO.XQ) from the DEMOCRACY score (UPP.INS.DEMO.XQ); the resulting unified polity scale ranges from +10 (strongly democratic) to -10 (strongly autocratic). Note: The POLITY score was added to the Polity IV data series in recognition of its common usage by users in quantitative research and in the overriding interest of maintaining uniformity among users in this application. The simple combination of the original DEMOC and AUTOC index values in a unitary POLITY scale, in many ways, runs contrary to the original theory stated by Eckstein and Gurr in Patterns of Authority Polity IV Project: Dataset Users’ Manual 17 (1975) and, so, should be treated and interpreted with due caution. Its primary utility is in investigative research which should be augmented by more detailed analysis. The original theory posits that autocratic and democratic authority are distinct patterns of authority, elements of which may co-exist in any particular regime context. The inclusion of this variable in the data series should not be seen as an acceptance of the counter-proposal that autocracy and democracy are alternatives or opposites in a unified authority spectrum, even though elements of this perspective may be implied in the original theory. The POLITY variable provides a convenient avenue for examining general regime effects in analyses but researchers should note that the middle of the implied POLITY “spectrum” is somewhat muddled in terms of the original theory, masking various combinations of DEMOC and AUTOC scores with the same POLITY score. Investigations involving hypotheses of varying effects of democracy and/or autocracy should employ the original Polity scheme and test DEMOC and AUTOC separately.

Center for Systemic Peace, www.systemicpeace.org/polity/polity4.htm


Institutionalized autocracy

Democracy is conceived as three essential, interdependent elements. One is the presence of institutions and procedures through which citizens can express effective preferences about alternative policies and leaders. Second is the existence of institutionalized constraints on the exercise of power by the executive. Third is the guarantee of civil liberties to all citizens in their daily lives and in acts of political participation. Other aspects of plural democracy, such as the rule of law, systems of checks and balances, freedom of the press, and so on are means to, or specific manifestations of, these general principles. We do not include coded data on civil liberties.


Revised Combined Polity Score

Revised Combined Polity Score is a modified version of the POLITY variable added in order to facilitate the use of the POLITY regime measure in time-series analyses.

Authoritarian regime"" in Western political discourse is a pejorative term for some very diverse kinds of political systems whose common properties are a lack of regularized political competition and concern for political freedoms. The term Autocracy is used and defined operationally in terms of the presence of a distinctive set of political characteristics.  In mature form, autocracies sharply restrict or suppress competitive political participation. Their chief executives are chosen in a regularized process of selection within the political elite, and once in office they exercise power with few institutional constraints. Most modern autocracies also exercise a high degree of directiveness over social and economic activity, but we regard this as a function of political ideology and choice, not a defining property of autocracy. Social democracies also exercise relatively high degrees of directiveness. The Polity data producers prefer to leave open for empirical investigation the question of how Autocracy, Democracy, and directiveness (performance) have covaried over time.


Labor volume for unskilled females, millions

Gender Disaggregated Labor Database (GDLD)


Labor volume for skilled females, millions


Labor volume for unskilled male, millions


Labor volume for skilled males, millions


Voice and Accountability: Estimate

Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media. Estimate gives the country's score on the aggregate indicator, in units of a standard normal distribution, i.e. ranging from approximately -2.5 to 2.5.

Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org. The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  "The Worldwide Governance Indicators:  Methodology and Analytical Issues".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.


Voice and Accountability: Number of Sources

Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media.  Number of sources indicates the number of underlying data sources on which the aggregate estimate is based.


Voice and Accountability: Percentile Rank

Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.


Voice and Accountability: Percentile Rank, Lower Bound of 90% Confidence Interval

Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI. Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.


Voice and Accountability: Percentile Rank, Upper Bound of 90% Confidence Interval

Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.


Voice and Accountability: Standard Error

Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media. Standard error indicates the precision of the estimate of governance.  Larger values of the standard error indicate less precise estimates.  A 90 percent confidence interval for the governance estimate is given by the estimate +/- 1.64 times the standard error.


Battle-related deaths (number of people)

Battle-related deaths are deaths in battle-related conflicts between warring parties in the conflict dyad (two conflict units that are parties to a conflict). Typically, battle-related deaths occur in warfare involving the armed forces of the warring parties. This includes traditional battlefield fighting, guerrilla activities, and all kinds of bombardments of military units, cities, and villages, etc. The targets are usually the military itself and its installations or state institutions and state representatives, but there is often substantial collateral damage in the form of civilians being killed in crossfire, in indiscriminate bombings, etc. All deaths--military as well as civilian--incurred in such situations, are counted as battle-related deaths.

Uppsala Conflict Data Program, http://www.pcr.uu.se/research/ucdp/.


Intentional homicide rate (per 100,000 people, CTS and national sources)


Intentional homicide rate (per 100,000 people, WHO)


Internally displaced persons, new displacement associated with conflict and violence (number of cases)

Internally displaced persons are defined according to the 1998 Guiding Principles (http://www.internal-displacement.org/publications/1998/ocha-guiding-principles-on-internal-displacement) as people or groups of people who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of armed conflict, or to avoid the effects of armed conflict, situations of generalized violence, violations of human rights, or natural or human-made disasters and who have not crossed an international border. "New Displacement" refers to the number of new cases or incidents of displacement recorded over the specified year, rather than the number of people displaced. This is done because people may have been displaced more than once.

The Internal Displacement Monitoring Centre (http://www.internal-displacement.org/)


Internally displaced persons, new displacement associated with disasters (number of cases)


Internally displaced persons, total displaced by conflict and violence (number of people)

Internally displaced persons are defined according to the 1998 Guiding Principles (http://www.internal-displacement.org/publications/1998/ocha-guiding-principles-on-internal-displacement) as people or groups of people who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of armed conflict, or to avoid the effects of armed conflict, situations of generalized violence, violations of human rights, or natural or human-made disasters and who have not crossed an international border. “People displaced” refers to the number of people living in displacement as of the end of each year, and reflects the stock of people displaced at the end of the previous year, plus inflows of new cases arriving over the year as well as births over the year to those displaced, minus outflows which may include returnees, those who settled elsewhere, those who integrated locally, those who travelled over borders, and deaths.


Internally displaced persons (number, high estimate)

Internally displaced persons are people or groups of people who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of armed conflict, or to avoid the effects of armed conflict, situations of generalized violence, violations of human rights, or natural or human-made disasters and who have not crossed an international border.

Internal Displacement Monitoring Centre.


Internally displaced persons (number, low estimate)


Intentional homicides, UN Crime Trends Survey (CTS) source (per 100,000 people)

Intentional homicides are estimates of unlawful homicides purposely inflicted as a result of domestic disputes, interpersonal violence, violent conflicts over land resources, intergang violence over turf or control, and predatory violence and killing by armed groups. Intentional homicide does not include all intentional killing; the difference is usually in the organization of the killing. Individuals or small groups usually commit homicide, whereas killing in armed conflict is usually committed by fairly cohesive groups of up to several hundred members and is thus usually excluded.

UN Office on Drugs and Crime's International Homicide Statistics database.


Intentional homicides, international public health sources (per 100,000 people)


Intentional homicides, international police sources (per 100,000 people)


Intentional homicides, government police sources (per 100,000 people)


Intentional homicides, female (per 100,000 female)

Intentional homicides, female are estimates of unlawful female homicides purposely inflicted as a result of domestic disputes, interpersonal violence, violent conflicts over land resources, intergang violence over turf or control, and predatory violence and killing by armed groups. Intentional homicide does not include all intentional killing; the difference is usually in the organization of the killing. Individuals or small groups usually commit homicide, whereas killing in armed conflict is usually committed by fairly cohesive groups of up to several hundred members and is thus usually excluded.


Intentional homicides, male (per 100,000 male)

Intentional homicides, male are estimates of unlawful male homicides purposely inflicted as a result of domestic disputes, interpersonal violence, violent conflicts over land resources, intergang violence over turf or control, and predatory violence and killing by armed groups. Intentional homicide does not include all intentional killing; the difference is usually in the organization of the killing. Individuals or small groups usually commit homicide, whereas killing in armed conflict is usually committed by fairly cohesive groups of up to several hundred members and is thus usually excluded.


Intentional homicides (per 100,000 people)


Presence of peace keepers (number of troops, police, and military observers in mandate)

Presence of peacebuilders and peacekeepers are active in peacebuilding and peacekeeping. Peacebuilding reduces the risk of lapsing or relapsing into conflict by strengthening national capacities at all levels of for conflict management, and to lay the foundation for sustainable peace and development. Peacekeepers provide essential security to preserve the peace, however fragile, where fighting has been halted, and to assist in implementing agreements achieved by the peacemakers. Peacekeepers deploy to war-torn regions where no one else is willing or able to go and prevent conflict from returning or escalating. Peacekeepers include police, troops, and military observers.

UN Department of Peacekeeping Operations, http://www.un.org/en/peacekeeping/.


Annual wage for unskilled female workers in US$


Annual wage for skilled female workers  in US$


Annual wage for unskilled male workers  in US$


Annual wage for skilled male workers  in US$


Account at a financial institution (% age 15+)

Account at a financial institution denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution.

Demirguc-Kunt et al., 2015, Global Financial Inclusion Database, World Bank.


Account at a financial institution, male (% age 15+)


Account at a financial institution, female (% age 15+)


Account at a financial institution, income, poorest 40% (% ages 15+)


Account at a financial institution, income, richest 60% (% ages 15+)


Account (% age 15+) [ts]

Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (% age 15+). [ts: data are available for multiple waves].


Account, male (% age 15+) [ts]

Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (male, % age 15+). [ts: data are available for multiple waves].


Account, female (% age 15+) [ts]

Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (female, % age 15+). [ts: data are available for multiple waves].


Account, young adults (% ages 15-24) [ts]

Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (% ages 15-24). [ts: data are available for multiple waves].


Account, older adults (% ages 25+) [ts]

Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (% age 25+). [ts: data are available for multiple waves].


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

Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (primary education or less, % age 15+). [ts: data are available for multiple waves].


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

Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (secondary education or more, % age 15+). [ts: data are available for multiple waves].


Account, income, poorest 40% (% ages 15+) [ts]

Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (income, poorest 40%, % age 15+). [ts: data are available for multiple waves].


Account, income, richest 60% (% ages 15+) [ts]

Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (income, richest 60%, % age 15+). [ts: data are available for multiple waves].


Mobile account (% age 15+)

Mobile account denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months.


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


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


Wage Premia for Females (the ratio of skilled female workers' wage  to  unskilled female workers' wage)


Wage Premia for Males  (the ratio of skilled male workers' wage  to  unskilled male workers' wage)