Percentage of students in primary education who have their first or home language as language of instruction, both sexes (%)

Number of students in primary education who have their first language or home language as language of instruction expressed as a percentage of the total number of students at the same level stage of education and year. The higher the percentage of children taught in their home language, the higher the probability that they acquire cognitive skills such as beginning reading and writing. Data for this indicator are compiled by the UNESCO Institute for Statistics from sources like El Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación (LLECE), Programme d'analyse des systèmes éducatifs de la confemen (PASEC), Trends in International Mathematics and Science Study (TIMSS), and Multiple Indicator Cluster Surveys (MICS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Percentage of students in primary education who have their first or home language as language of instruction, female (%)


Percentage of students in primary education who have their first or home language as language of instruction, adjusted gender parity index (GPIA)

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


Percentage of students in primary education who have their first or home language as language of instruction, very affluent socioeconomic background, both sexes (%)


Percentage of students in primary education who have their first or home language as language of instruction, very poor socioeconomic background, both sexes (%)


Percentage of students in primary education who have their first or home language as language of instruction, adjusted location parity index (LPIA)

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


Percentage of students in primary education who have their first or home language as language of instruction, male (%)


Percentage of students in primary education who have their first or home language as language of instruction, rural, both sexes (%)


Percentage of students in primary education who have their first or home language as language of instruction, urban, both sexes (%)


Percentage of students in primary education who have their first or home language as language of instruction, 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/


Percentage of graduates from tertiary education graduating from Business, Administration and Law programmes, both sexes (%)

Share of all tertiary graduates who completed Business, Administration and Law programmes in the reference year.


Percentage of graduates from Science, Technology, Engineering and Mathematics programmes in tertiary education, both sexes (%)

Share of all tertiary graduates who completed Science, Technology, Engineering and Mathematics in the reference year.


Percentage of graduates from tertiary education graduating from Information and Communication Technologies programmes, both sexes (%)

Share of all tertiary graduates who completed Information and Communication Technologies programmes in the reference year.


Percentage of graduates from programmes other than Science, Technology, Engineering and Mathematics in tertiary education, both sexes (%)


Percentage of teachers in lower secondary education who are female (%)

Number of female teachers at the lower secondary level expressed as a percentage of the total number of teachers (male and female) at the lower secondary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.


Percentage of teachers in upper secondary education who are female (%)

Number of female teachers at the upper secondary level expressed as a percentage of the total number of teachers (male and female) at the upper secondary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.


Percentage of teachers in post-secondary non-tertiary education who are female (%)

Number of female teachers at the post-secondary non-tertiary level expressed as a percentage of the total number of teachers (male and female) at the post-secondary non-tertiary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.


Gross attendance ratio for tertiary education, both sexes (%)

Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


Gross attendance ratio for tertiary education, female (%)


Gross attendance ratio for tertiary education, female, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, female, adjusted wealth parity index (WPIA)


Gross attendance ratio for tertiary education, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, male (%)


Gross attendance ratio for tertiary education, male, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, male, adjusted wealth parity index (WPIA)


Gross attendance ratio for tertiary education, poorest quintile, both sexes (%)


Gross attendance ratio for tertiary education, poorest quintile, female (%)


Gross attendance ratio for tertiary education, poorest quintile, female, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, poorest quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, poorest quintile, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, poorest quintile, male (%)


Gross attendance ratio for tertiary education, poorest quintile, male, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, second quintile, both sexes (%)


Gross attendance ratio for tertiary education, second quintile, female (%)


Gross attendance ratio for tertiary education, second quintile, female, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, second quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, second quintile, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, second quintile, male (%)


Gross attendance ratio for tertiary education, second quintile, male, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, middle quintile, both sexes (%)


Gross attendance ratio for tertiary education, middle quintile, female (%)


Gross attendance ratio for tertiary education, middle quintile, female, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, middle quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, middle quintile, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, middle quintile, male (%)


Gross attendance ratio for tertiary education, middle quintile, male, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, fourth quintile, both sexes (%)


Gross attendance ratio for tertiary education, fourth quintile, female (%)


Gross attendance ratio for tertiary education, fourth quintile, female, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, fourth quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, fourth quintile, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, fourth quintile, male (%)


Gross attendance ratio for tertiary education, fourth quintile, male, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, richest quintile, both sexes (%)


Gross attendance ratio for tertiary education, richest quintile, female (%)


Gross attendance ratio for tertiary education, richest quintile, female, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, richest quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, richest quintile, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, richest quintile, male (%)


Gross attendance ratio for tertiary education, richest quintile, male, adjusted location parity index (LPIA)


Gross attendance ratio for tertiary education, rural, both sexes (%)


Gross attendance ratio for tertiary education, rural, female (%)


Gross attendance ratio for tertiary education, rural, female, adjusted wealth parity index (WPIA)


Gross attendance ratio for tertiary education, rural, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, rural, male (%)


Gross attendance ratio for tertiary education, rural, male, adjusted wealth parity index (WPIA)


Gross attendance ratio for tertiary education, rural, poorest quintile, both sexes (%)


Gross attendance ratio for tertiary education, rural, poorest quintile, female (%)


Gross attendance ratio for tertiary education, rural, poorest quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, rural, poorest quintile, male (%)


Gross attendance ratio for tertiary education, rural, second quintile, both sexes (%)


Gross attendance ratio for tertiary education, rural, second quintile, female (%)


Gross attendance ratio for tertiary education, rural, second quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, rural, second quintile, male (%)


Gross attendance ratio for tertiary education, rural, middle quintile, both sexes (%)


Gross attendance ratio for tertiary education, rural, middle quintile, female (%)


Gross attendance ratio for tertiary education, rural, middle quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, rural, middle quintile, male (%)


Gross attendance ratio for tertiary education, rural, fourth quintile, both sexes (%)


Gross attendance ratio for tertiary education, rural, fourth quintile, female (%)


Gross attendance ratio for tertiary education, rural, fourth quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, rural, fourth quintile, male (%)


Gross attendance ratio for tertiary education, rural, richest quintile, both sexes (%)


Gross attendance ratio for tertiary education, rural, richest quintile, female (%)


Gross attendance ratio for tertiary education, rural, richest quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, rural, richest quintile, male (%)


Gross attendance ratio for tertiary education, rural, adjusted wealth parity index (WPIA)


Gross attendance ratio for tertiary education, urban, both sexes (%)


Gross attendance ratio for tertiary education, urban, female (%)


Gross attendance ratio for tertiary education, urban, female, adjusted wealth parity index (WPIA)


Gross attendance ratio for tertiary education, urban, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, urban, male (%)


Gross attendance ratio for tertiary education, urban, male, adjusted wealth parity index (WPIA)


Gross attendance ratio for tertiary education, urban, poorest quintile, both sexes (%)


Gross attendance ratio for tertiary education, urban, poorest quintile, female (%)


Gross attendance ratio for tertiary education, urban, poorest quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, urban, poorest quintile, male (%)


Gross attendance ratio for tertiary education, urban, second quintile, both sexes (%)


Gross attendance ratio for tertiary education, urban, second quintile, female (%)


Gross attendance ratio for tertiary education, urban, second quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, urban, second quintile, male (%)


Gross attendance ratio for tertiary education, urban, middle quintile, both sexes (%)


Gross attendance ratio for tertiary education, urban, middle quintile, female (%)


Gross attendance ratio for tertiary education, urban, middle quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, urban, middle quintile, male (%)


Gross attendance ratio for tertiary education, urban, fourth quintile, both sexes (%)


Gross attendance ratio for tertiary education, urban, fourth quintile, female (%)


Gross attendance ratio for tertiary education, urban, fourth quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, urban, fourth quintile, male (%)


Gross attendance ratio for tertiary education, urban, richest quintile, both sexes (%)


Gross attendance ratio for tertiary education, urban, richest quintile, female (%)


Gross attendance ratio for tertiary education, urban, richest quintile, adjusted gender parity index (GPIA)


Gross attendance ratio for tertiary education, urban, richest quintile, male (%)


Gross attendance ratio for tertiary education, urban, adjusted wealth parity index (WPIA)


Gross attendance ratio for tertiary education, adjusted wealth parity index (WPIA)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, both sexes (%)

Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Cognitive Dimension, both sexes (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Cognitive Dimension, female (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Cognitive Dimension, adjusted gender parity index (GPIA)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Cognitive Dimension, male (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, female (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, adjusted gender parity index (GPIA)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, male (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Freedom, both sexes (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Freedom, female (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability‚ Non-cognitive Dimension‚ Freedom, adjusted gender parity index (GPIA)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Freedom, male (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Gender equality, both sexes (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Gender equality, female (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability‚ Non-cognitive Dimension‚ Gender equality, adjusted gender parity index (GPIA)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Gender equality, male (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Global-local thinking, both sexes (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Global-local thinking, female (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability‚ Non-cognitive Dimension‚ Global-local thinking, adjusted gender parity index (GPIA)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Global-local thinking, male (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Multiculturalism, both sexes (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Multiculturalism, female (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability‚ Non-cognitive Dimension‚ Multiculturalism, adjusted gender parity index (GPIA)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Multiculturalism, male (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Peace, both sexes (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Peace, female (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability‚ Non-cognitive Dimension‚ Peace, adjusted gender parity index (GPIA)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Peace, male (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, both sexes (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, female (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability‚ Non-cognitive Dimension‚ Sustainable development, adjusted gender parity index (GPIA)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, male (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Social Justice, both sexes (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Social Justice, female (%)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability‚ Non-cognitive Dimension‚ Social Justice, adjusted gender parity index (GPIA)


Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Social Justice, male (%)


Gross enrolment ratio, early childhood education, both sexes (%)

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


Gross enrolment ratio, early childhood education, female (%)

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


Gross enrolment ratio, early childhood education, adjusted gender parity index (GPIA)


Gross enrolment ratio, early childhood education, male (%)

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


Gross enrolment ratio, early childhood educational development programmes, both sexes (%)

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


Gross enrolment ratio, early childhood educational development programmes, female (%)

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


Gross enrolment ratio, early childhood educational development programmes, adjusted gender parity index (GPIA)


Gross enrolment ratio, early childhood educational development programmes, male (%)

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


Gross enrolment ratio, pre-primary, 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/


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

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


Gross enrolment ratio, primary and lower secondary, female (%)

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


Gross enrolment ratio, primary and lower secondary, gender parity index (GPI)

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


Gross enrolment ratio, primary and lower secondary, male (%)

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


Gross enrolment ratio, primary and secondary, both sexes (%)

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


Gross enrolment ratio, primary and secondary, female (%)

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


Gross enrolment ratio, primary and secondary, male (%)

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


Gross enrolment ratio, primary to tertiary, female (%)

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


Gross enrolment ratio, primary to tertiary, gender parity index (GPI)

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


Gross enrolment ratio, primary to tertiary, male (%)

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


Gross enrolment ratio, lower secondary, gender parity index (GPI)

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


Gross enrolment ratio, upper secondary, gender parity index (GPI)

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


Gross enrolment ratio, post-secondary non-tertiary, both sexes (%)

Total enrollment in post-secondary non-tertiary education, regardless of age, expressed as a percentage of the total population of official post-secondary non-tertiary education age.


Gross enrolment ratio, post-secondary non-tertiary, female (%)

Total female enrollment in post-secondary non-tertiary education, regardless of age, expressed as a percentage of the female population of official post-secondary non-tertiary education age.


Gross enrolment ratio, post-secondary non-tertiary, gender parity index (GPI)

Ratio of female gross enrolment ratio for post-secondary non-tertiary education to the male gross enrolment ratio for post-secondary non-tertiary education. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.


Gross enrolment ratio, post-secondary non-tertiary, male (%)

Total male enrollment in post-secondary non-tertiary education, regardless of age, expressed as a percentage of the male population of official post-secondary non-tertiary education age.


Gross enrolment ratio for tertiary education, 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/


Gross graduation ratio from first degree programmes (ISCED 6 and 7) in tertiary education, gender parity index (GPI)

Ratio of female gross graduation ratio to the male value for the same indicator. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.


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

Total number of students enrolled in general programmes at the lower secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the lower secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.


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

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


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

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

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


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

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


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

Total number of students enrolled in general programmes at the secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.


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

Total number of students enrolled in general programmes at the upper secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the upper secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.


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

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


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

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


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

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


Share of all students in post-secondary non-tertiary education enrolled in general programmes (%)

Total number of students enrolled in general programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.


Share of all students in post-secondary non-tertiary education enrolled in vocational programmes (%)

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


Share of female students in post-secondary non-tertiary education enrolled in vocational programmes (%)

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


Share of male students in post-secondary non-tertiary education enrolled in vocational programmes (%)

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


Proportion of youth and adults who have sent e-mails with attached files (e.g. document, picture, video), both sexes (%)

The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded ‘yes’ to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


Proportion of youth and adults who have sent e-mails with attached files (e.g. document, picture, video), female (%)


Proportion of youth and adults who have sent e-mails with attached files (e.g. document, picture, video), adjusted gender parity index (GPIA)


Proportion of youth and adults who have sent e-mails with attached files (e.g. document, picture, video), male (%)


Proportion of youth and adults who have connected and installed new devices (%)


Proportion of youth and adults who have connected and installed new devices, female (%)


Proportion of youth and adults who have connected and installed new devices, adjusted gender parity index (GPIA)


Proportion of youth and adults who have connected and installed new devices, male (%)


Proportion of youth and adults who have copied or moved a file or folder (%)


Proportion of youth and adults who have copied or moved a file or folder, female (%)


Proportion of youth and adults who have copied or moved a file or folder, adjusted gender parity index (GPIA)


Proportion of youth and adults who have copied or moved a file or folder, male (%)


Proportion of youth and adults who have created electronic presentations with presentation software (%)


Proportion of youth and adults who have created electronic presentations with presentation software, female (%)


Proportion of youth and adults who have created electronic presentations with presentation software, adjusted gender parity index (GPIA)


Proportion of youth and adults who have created electronic presentations with presentation software, male (%)


Proportion of youth and adults who have used copy and paste tools to duplicate or move information within a document , both sexes (%)


Proportion of youth and adults who have used copy and paste tools to duplicate or move information within a document, female (%)


Proportion of youth and adults who have used copy and paste tools to duplicate or move information within a document, adjusted gender parity index (GPIA)


Proportion of youth and adults who have used copy and paste tools to duplicate or move information within a document, male (%)


Proportion of youth and adults who have used basic arithmetic formulae in a spreadsheet, both sexes (%)


Proportion of youth and adults who have used basic arithmetic formulae in a spreadsheet, female (%)


Proportion of youth and adults who have used basic arithmetic formulae in a spreadsheet, adjusted gender parity index (GPIA)


Proportion of youth and adults who have used basic arithmetic formulae in a spreadsheet, male (%)


Proportion of youth and adults who have wrote a computer program using a specialised programming language, both sexes (%)


Proportion of youth and adults who have wrote a computer program using a specialised programming language, female (%)


Proportion of youth and adults who have wrote a computer program using a specialised programming language, adjusted gender parity index (GPIA)


Proportion of youth and adults who have wrote a computer program using a specialised programming language, male (%)


Proportion of youth and adults who have found, downloaded, installed and configured software, both sexes (%)


Proportion of youth and adults who have found, downloaded, installed and configured software, female (%)


Proportion of youth and adults who have found, downloaded, installed and configured software, adjusted gender parity index (GPIA)


Proportion of youth and adults who have found, downloaded, installed and configured software, male (%)


Proportion of youth and adults who have transferred files between a computer and other devices, both sexes (%)


Proportion of youth and adults who have transferred files between a computer and other devices, female (%)


Proportion of youth and adults who have transferred files between a computer and other devices, adjusted gender parity index (GPIA)


Proportion of youth and adults who have transferred files between a computer and other devices, male (%)


Illiterate population, 25-64 years, both sexes (number)

Total number of adults from age 25 to age 64 who cannot both read and write with understanding a short simple statement on their everyday life.


Illiterate population, 25-64 years, female (number)

Total number of females from age 25 to age 64 who cannot both read and write with understanding a short simple statement on their everyday life.


Illiterate population, 25-64 years, male (number)

Total number of males from age 25 to age 64 who cannot both read and write with understanding a short simple statement on their everyday life.


Illiterate population, 25-64 years, % female

Share of the adult illiterate population (age 25-64) that is female.


Youth illiterate population, 15-24 years, both sexes (number)

Total number of youth between age 15 and age 24 who cannot both read and write with understanding a short simple statement on their everyday life.


Youth illiterate population, 15-24 years, female (number)

Total number of females between age 15 and age 24 who cannot both read and write with understanding a short simple statement on their everyday life.


Youth illiterate population, 15-24 years, male (number)

Total number of males between age 15 and age 24 who cannot both read and write with understanding a short simple statement on their everyday life.


Adult illiterate population, 15+ years, both sexes (number)

Total number of adults over age 15 who cannot both read and write with understanding a short simple statement on their everyday life.


Adult illiterate population, 15+ years, female (number)

Total number of females over age 15 who cannot both read and write with understanding a short simple statement on their everyday life.


Adult illiterate population, 15+ years, male (number)

Total number of males over age 15 who cannot both read and write with understanding a short simple statement on their everyday life.


Elderly illiterate population, 65+ years, both sexes (number)

Total number of adults over age 65 who cannot both read and write with understanding a short simple statement on their everyday life.


Elderly illiterate population, 65+ years, female (number)

Total number of females over age 65 who cannot both read and write with understanding a short simple statement on their everyday life.


Elderly illiterate population, 65+ years, male (number)

Total number of males over age 65 who cannot both read and write with understanding a short simple statement on their everyday life.


Youth illiterate population, 15-24 years, % female

Share of the youth illiterate population that is female.


Adult illiterate population, 15+ years, % female

Share of the adult illiterate population (age 15+) that is female.


Elderly illiterate population, 65+ years, % female

Share of the elderly illiterate population that is female.


Youth literacy rate, population 15-24 years, female, adjusted location parity index (LPIA)

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


Youth literacy rate, population 15-24 years, 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/


Youth literacy rate, population 15-24 years, adjusted location parity index (LPIA)


Youth literacy rate, population 15-24 years, male, adjusted location parity index (LPIA)


Youth literacy rate, population 15-24 years, rural, both sexes (%)

Number of people age 15 to 24 years in rural areas who can both read and write with understanding a short simple statement on their everyday life, divided by the population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Youth literacy rate, population 15-24 years, rural, female (%)

Number of females age 15 to 24 years in rural areas who can both read and write with understanding a short simple statement on their everyday life, divided by the female population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Youth literacy rate, population 15-24 years, rural, adjusted gender parity index (GPIA)


Youth literacy rate, population 15-24 years, rural, male (%)

Number of males age 15 to 24 years in rural areas who can both read and write with understanding a short simple statement on their everyday life, divided by the male population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Youth literacy rate, population 15-24 years, urban, both sexes (%)

Number of people age 15 to 24 years in urban areas who can both read and write with understanding a short simple statement on their everyday life, divided by the population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Youth literacy rate, population 15-24 years, urban, female (%)

Number of females age 15 to 24 years in urban areas who can both read and write with understanding a short simple statement on their everyday life, divided by the female population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Youth literacy rate, population 15-24 years, urban, adjusted gender parity index (GPIA)


Youth literacy rate, population 15-24 years, urban, male (%)

Number of males age 15 to 24 years in urban areas who can both read and write with understanding a short simple statement on their everyday life, divided by the male population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Adult literacy rate, population 15+ years, female, adjusted location parity index (LPIA)


Adult literacy rate, population 15+ years, adjusted gender parity index (GPIA)


Adult literacy rate, population 15+ years, adjusted location parity index (LPIA)


Adult literacy rate, population 15+ years, male, adjusted location parity index (LPIA)


Adult literacy rate, population 15+ years, rural, both sexes (%)

Total number of adults in rural areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Adult literacy rate, population 15+ years, rural, female (%)

Total number of females in rural areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Adult literacy rate, population 15+ years, rural, adjusted gender parity index (GPIA)


Adult literacy rate, population 15+ years, rural, male (%)

Total number of males in rural areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Adult literacy rate, population 15+ years, urban, both sexes (%)

Total number of adults in urban areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Adult literacy rate, population 15+ years, urban, female (%)

Total number of females in urban areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Adult literacy rate, population 15+ years, urban, adjusted gender parity index (GPIA)


Adult literacy rate, population 15+ years, urban, male (%)

Total number of males in urban areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Literacy rate, population 25-64 years, both sexes (%)

Percentage of the population between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 25-64 years by the corresponding age group population and multiplying the result by 100.


Literacy rate, population 25-64 years, female (%)

Percentage of the female population between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 25-64 years by the corresponding age group population and multiplying the result by 100.


Literacy rate, population 25-64 years, female, adjusted location parity index (LPIA)


Literacy rate, population 25-64 years, adjusted gender parity index (GPIA)


Literacy rate, population 25-64 years, adjusted location parity index (LPIA)


Literacy rate, population 25-64 years, male (%)

Percentage of the male population between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 25-64 years by the corresponding age group population and multiplying the result by 100.


Literacy rate, population 25-64 years, male, adjusted location parity index (LPIA)

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


Literacy rate, population 25-64 years, rural, both sexes (%)

Percentage of the population in rural areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Literacy rate, population 25-64 years, rural, female (%)

Percentage of the female population in rural areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Literacy rate, population 25-64 years, rural, 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/


Literacy rate, population 25-64 years, rural, male (%)

Percentage of the male population in rural areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Literacy rate, population 25-64 years, urban, both sexes (%)

Percentage of the population in urban areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Literacy rate, population 25-64 years, urban, female (%)

Percentage of the female population in urban areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Literacy rate, population 25-64 years, urban, adjusted gender parity index (GPIA)


Literacy rate, population 25-64 years, urban, male (%)

Percentage of the male population in urban areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Elderly literacy rate, population 65+ years, both sexes (%)

Percentage of the population age 65 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 65 years and over by the corresponding age group population and multiplying the result by 100.


Elderly literacy rate, population 65+ years, female (%)

Percentage of females age 65 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 65 years and over by the corresponding age group population and multiplying the result by 100.


Elderly literacy rate, population 65+ years, male (%)

Percentage of males age 65 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 65 years and over by the corresponding age group population and multiplying the result by 100.


Elderly literacy rate, population 65+ years, female, adjusted location parity index (LPIA)


Elderly literacy rate, population 65+ years, adjusted gender parity index (GPIA)


Elderly literacy rate, population 65+ years, adjusted location parity index (LPIA)


Elderly literacy rate, population 65+ years, male, adjusted location parity index (LPIA)


Elderly literacy rate, population 65+ years, rural, both sexes (%)

Percentage of the population age 65 and above in rural areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Elderly literacy rate, population 65+ years, rural, female (%)

Percentage of females age 65 and above in rural areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Elderly literacy rate, population 65+ years, rural, adjusted gender parity index (GPIA)


Elderly literacy rate, population 65+ years, rural, male (%)

Percentage of males age 65 and above in rural areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Elderly literacy rate, population 65+ years, urban, both sexes (%)

Percentage of the population age 65 and above in urban areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Elderly literacy rate, population 65+ years, urban, female (%)

Percentage of females age 65 and above in urban areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Elderly literacy rate, population 65+ years, urban, adjusted gender parity index (GPIA)


Elderly literacy rate, population 65+ years, urban, male (%)

Percentage of males age 65 and above in urban areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


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

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


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


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


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


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


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


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

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


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

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


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


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


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


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


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

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


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


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


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

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


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

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


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


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

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


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


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


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


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


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


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


Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, non-immigrant background, both sexes (%)


Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, both sexes (%)


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


Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, adjusted native parity index (NPIA)


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


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


Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in mathematics, adjusted wealth parity index (WPIA)


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

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


Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, female (%)


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


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


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


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


Proportion of students at the end of primary achieving at least a minimum proficiency level in mathematics, adjusted location parity index (LPIA)


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


Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, male (%)


Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, non-immigrant background, both sexes (%)


Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, both sexes (%)


Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, immigrant background, both sexes (%)


Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, adjusted native parity index (NPIA)


Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, rural areas, both sexes (%)


Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, urban areas, both sexes (%)


Proportion of students at the end of primary achieving at least a minimum proficiency level in mathematics, adjusted wealth parity index (WPIA)


Net flow of internationally mobile students (inbound - outbound), both sexes (number)

Number of tertiary students from abroad (inbound students) studying in a given country minus the number of students at the same level from a given country studying abroad (outbound students).


Net flow ratio of internationally mobile students (inbound - outbound), both sexes (%)

Total number of tertiary students from abroad (inbound students) studying in a given country minus the number of students at the same level of education from that country studying abroad (outbound students), expressed as a percentage of total tertiary enrolment in that country.


Total inbound internationally mobile students, female (number)

Total number of female students who have crossed a national or territorial border for the purpose of education and are now enrolled in tertiary institutions outside their country of origin.


Total inbound internationally mobile students, male (number)

Total number of male students who have crossed a national or territorial border for the purpose of education and are now enrolled in tertiary institutions outside their country of origin.


Total inbound internationally mobile students, both sexes (number)

Total number of students who have crossed a national or territorial border for the purpose of education and are now enrolled in tertiary institutions outside their country of origin.


Inbound mobility rate, both sexes (%)

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


Inbound mobility rate, female (%)

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


Inbound mobility rate, male (%)

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


Number of attacks on students, personnel and institutions

Number of violent attacks, threats or deliberate use of force in a given time period (e.g. the last 12 months, a school year or a calendar year) directed against students, teachers and other personnel or against education buildings, materials and facilities, including transport. The indicator focuses on attacks carried out for political, military, ideological, sectarian, ethnic or religious reasons by armed forces or nonstate armed groups. The indicator is a broad measure of the safety of learning environments, particularly in relation to armed conflict and political violence. Available data for global tracking are presently collected from reporting by a wide variety of stakeholders, including national and international NGOs working at the country-level and national and international media reports. Attacks on education include the following sub-categories: • Attacks on schools: targeted violent attacks on preschool, kindergarten, primary, and secondary school buildings or infrastructure by state military forces or non-state armed groups in the form of arson; suicide, car, or other bombs aimed at a school; or artillery fire directed at a school. In addition, this category includes indiscriminate attacks that result in the damage or destruction of school infrastructure as well as explosions that occur in close proximity to a school. • Attacks on students, teachers, and other education personnel: killings, injuries, torture, abductions, forced disappearances, or threats of violence, including coercion or extortion involving violent threats directed towards students and education staff who work at the primary and secondary levels. Since it is sometimes difficult to identify why a teacher or school staff member is killed if the assassination occurs outside of school, this category also includes such attacks in cases where there is an established pattern of that kind of violence. The category of attacks on students, teachers, and other education personnel also includes cases where police or state security forces violently repress student protests that either occur at school, or, if they occur off-campus, focus on education-related policies and laws. • Military use of schools and universities: cases in which armed forces or non-state armed groups take over schools or universities as bases, barracks and temporary shelters to house soldiers or fighters, fighting positions, weapons storage facilities, detention and interrogation centres, or for other military purposes. • Recruitment of children at schools or along school routes: cases in which armed forces or nonstate armed groups use schools or school routes as locales for recruiting children under the age of 18 into their fighting forces in violation of international standards. • Sexual violence by parties to the conflict: incidents of sexual abuse and harassment perpetrated at schools or universities or along school routes. • Attacks on higher education: include targeted violent attacks on universities in the form of bombings, airstrikes, arson, or other means, as well as targeted killings, abductions, or threats directed at university students, faculty, or staff. The category includes cases of violent repression of student protests that either occur at institutions of higher education, or, if they occur off-campus, focus on education-related policies and laws. This indicator is based on data compiled by the Global Coalition to Protect Education from Attack (GCPEA) for its report Education under Attack. Information from three types of data sources: reports released by UN agencies, development and humanitarian NGOs, human rights organizations, government bodies, and think tanks; media reports; and information shared with GCPEA by staff members of international and national organizations working in the countries profiled in this study. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


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

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


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