United Arab Emirates Education

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

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

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

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

Population between the ages 0 to 14 as a percentage of the total population. Population is based on the de facto definition of population.

Unemployment refers to the share of the labor force that is without work but available for and seeking employment.

Gender parity index for gross enrollment ratio in tertiary education is the ratio of women to men enrolled at tertiary level in public and private schools.

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

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

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

Secondary education, teachers refers to the total number of teachers at secondary level, including full-time and part-time teachers.

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

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

Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.

Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.

Primary duration refers to the number of grades (years) in primary school.

Labor force comprises people ages 15 and older who supply labor for the production of goods and services during a specified period. It includes people who are currently employed and people who are unemployed but seeking work as well as first-time job-seekers. Not everyone who works is included, however. Unpaid workers, family workers, and students are often omitted, and some countries do not count members of the armed forces. Labor force size tends to vary during the year as seasonal workers enter and leave.

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

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

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

Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.

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

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

Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.

Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.

Female labor force as a percentage of the total show the extent to which women are active in the labor force. Labor force comprises people ages 15 and older who supply labor for the production of goods and services during a specified period.

Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.

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

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

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

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

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

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

Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.

Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.

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

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

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

Gender parity index for youth literacy rate is the ratio of females to males ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.

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

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

Primary education, teachers refers to the total number of teachers at primary level, including full-time and part-time teachers.

Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.

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

Total population between the ages 15 to 64 as a percentage of the total population. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.

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

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

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

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

Primary completion rate, or gross intake ratio to the last grade of primary education, is the number of new entrants (enrollments minus repeaters) in the last grade of primary education, regardless of age, divided by the population at the entrance age for the last grade of primary education. Data limitations preclude adjusting for students who drop out during the final year of primary education.

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

Number of female children dying before reaching age five.

Number of deaths of youths ages 20-24 years

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

Number of deaths of adolescents ages 10-14 years

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

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

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

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

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

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

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

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

Number of deaths of adolescents ages 15-19 years

Primary completion rate, or gross intake ratio to the last grade of primary education, is the number of new entrants (enrollments minus repeaters) in the last grade of primary education, regardless of age, divided by the population at the entrance age for the last grade of primary education. Data limitations preclude adjusting for students who drop out during the final year of primary education.

Number of deaths of children ages 5-9 years

Primary completion rate, or gross intake ratio to the last grade of primary education, is the number of new entrants (enrollments minus repeaters) in the last grade of primary education, regardless of age, divided by the population at the entrance age for the last grade of primary education. Data limitations preclude adjusting for students who drop out during the final year of primary education.

Probability of dying between age 15-19 years of age expressed per 1,000 adolescents age 15, if subject to age-specific mortality rates of the specified year.

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

Number of female infants dying before reaching one year of age.

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

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

Probability of dying between age 20-24 years of age expressed per 1,000 youths age 20, if subject to age-specific mortality rates of the specified year.

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

Number of male infants dying before reaching one year of age.

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

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

Number of male children dying before reaching age five.

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

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

Probability of dying between age 5-9 years of age expressed per 1,000 children aged 5, if subject to age-specific mortality rates of the specified year.

Duration of compulsory education is the number of years that children are legally obliged to attend school.

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

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

Probability of dying between age 10-14 years of age expressed per 1,000 adolescents age 10, if subject to age-specific mortality rates of the specified year.

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

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

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

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

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

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

The share of female 10-year-olds who cannot read and understand a short passage of age-appropriate material—in other words, those who are below the “minimum proficiency” threshold for reading. This measure is defined as the union of two deprivations: 1) schooling deprivation and 2) learning deprivation. A child is considered schooling-deprived (SD) if he or she is of primary school age and out-of-school. The dimension of learning deprivation (LD) applies only for children in school, and identifies those pupils who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. This “union approach” to measurement reflects the choice that, as presented in the SDGs, all age 10 children must be both in school and learning. The final learning poverty measure combines the two dimensions in a single indicator using the following formula: LP = SD + [(1-SD) x LD]

Gross domestic expenditures on research and development (R&D), expressed as a percent of GDP. They include both capital and current expenditures in the four main sectors: Business enterprise, Government, Higher education and Private non-profit. R&D covers basic research, applied research, and experimental development.

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

The share of male 10-year-olds who cannot read and understand a short passage of age-appropriate material—in other words, those who are below the “minimum proficiency” threshold for reading. This measure is defined as the union of two deprivations: 1) schooling deprivation and 2) learning deprivation. A child is considered schooling-deprived (SD) if he or she is of primary school age and out-of-school. The dimension of learning deprivation (LD) applies only for children in school, and identifies those pupils who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. This “union approach” to measurement reflects the choice that, as presented in the SDGs, all age 10 children must be both in school and learning. The final learning poverty measure combines the two dimensions in a single indicator using the following formula: LP = SD + [(1-SD) x LD]

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

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

Male population of the age-group theoretically corresponding to primary education as indicated by theoretical entrance age and duration.

Population of the age-group theoretically corresponding to primary education as indicated by theoretical entrance age and duration.

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

Female population of the age-group theoretically corresponding to primary education as indicated by theoretical entrance age and duration.

Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.

Population of the age-group theoretically corresponding to the last grade of primary school as indicated by theoretical entrance age and duration.

Male population of the age-group theoretically corresponding to the last grade of primary school as indicated by theoretical entrance age and duration.

Female population of the age-group theoretically corresponding to the last grade of primary school as indicated by theoretical entrance age and duration.

Gender parity index for gross enrollment ratio in secondary education is the ratio of girls to boys enrolled at secondary level in public and private schools.

Gender parity index for gross enrollment ratio in primary and secondary education is the ratio of girls to boys enrolled at primary and secondary levels in public and private schools.

Gender parity index for gross enrollment ratio in primary education is the ratio of girls to boys enrolled at primary level in public and private schools.

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

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

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

Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.

Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.

Male population of the age-group theoretically corresponding to secondary education as indicated by theoretical entrance age and duration.

Number of grades (years) in lower secondary education.

Male population of the age-group theoretically corresponding to lower secondary education as indicated by theoretical entrance age and duration.

Female population of the age-group theoretically corresponding to lower secondary education as indicated by theoretical entrance age and duration.

Population of the age-group theoretically corresponding to the official entrance age to primary education. The official entrance age is the age at which students would enter a given programme or level of education assuming they start at the official entrance age for the lowest level of education, study full-time throughout and progressed through the system without repeating or skipping a grade. The theoretical entrance age to a given programme or level is typically, but not always, the most common entrance age.

Female population of the age-group theoretically corresponding to the official entrance age to primary education. The official entrance age is the age at which students would enter a given programme or level of education assuming they start at the official entrance age for the lowest level of education, study full-time throughout and progressed through the system without repeating or skipping a grade. The theoretical entrance age to a given programme or level is typically, but not always, the most common entrance age.

Female population of the age-group theoretically corresponding to upper secondary education as indicated by theoretical entrance age and duration.

Population of the age-group theoretically corresponding to secondary education as indicated by theoretical entrance age and duration.

Male population of the age-group theoretically corresponding to the official entrance age to primary education. The official entrance age is the age at which students would enter a given programme or level of education assuming they start at the official entrance age for the lowest level of education, study full-time throughout and progressed through the system without repeating or skipping a grade. The theoretical entrance age to a given programme or level is typically, but not always, the most common entrance age.

Number of grades (years) in upper secondary education.

Population of the age-group theoretically corresponding to upper secondary education as indicated by theoretical entrance age and duration.

Male population of the age-group theoretically corresponding to upper secondary education as indicated by theoretical entrance age and duration.

Female population of the age-group theoretically corresponding to secondary education as indicated by theoretical entrance age and duration.

Population of the age-group theoretically corresponding to lower secondary education as indicated by theoretical entrance age and duration.

Female population of the age-group theoretically corresponding to pre-primary education as indicated by theoretical entrance age and duration.

TIMSS: Mean performance on the mathematics scale for eighth grade students, female is the average scale score for female 8th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Mean performance on the mathematics scale for fourth grade students, male is the average scale score for male 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Mean performance on the mathematics scale for eighth grade students, total is the average scale score for 8th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Eighth grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 625 on the mathematics assessment. Students can apply and reason in a variety of problem situations, solve linear equations, and make generalizations. They can solve a variety of fraction, proportion, and percent problems and justify their conclusions. They can understand linear functions and algebraic expressions. Students can use their knowledge of geometric figures to solve a wide range of problems involving angles, area, and surface area. They can calculate means and medians, and understand how changing data points can impact the mean. Students can interpret a wide variety of data displays to draw and justify conclusions, and solve multistep problems. They can solve problems involving expected values. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Eighth grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of 8th grade students scoring below 400 on the mathematics assessment. It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Mean performance on the mathematics scale for eighth grade students, male is the average scale score for male 8th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Mean performance on the science scale for fourth grade students, total is the average scale score for 4th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Fourth grade students reaching the high international benchmark of science achievement (%) is the share of 4th grade students scoring at least 550 on the science assessment. Students reaching this benchmark can communicate and apply knowledge of life, physical, and Earth sciences. Students communicate knowledge of characteristics of plants, animals, and their life cycles, and apply knowledge of ecosystems and of humans’ and organisms’ interactions with their environment. Students demonstrate knowledge of states and properties of matter and of energy transfer in practical contexts, and show some understanding of forces and motion. Students know various facts about the Earth’s physical characteristics and show basic understanding of the Earth-Moon-Sun system. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Fourth grade students reaching the intermediate international benchmark of science achievement (%) is the share of 4th grade students scoring at least 475 on the science assessment. Students reaching this benchmark show knowledge and understanding of some aspects of science. Students demonstrate some basic knowledge of plants and animals. They demonstrate knowledge about some properties of matter and some facts related to electricity, and can apply elementary knowledge of forces and motion. They show some understanding of Earth’s physical characteristics. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Fourth grade students reaching the low international benchmark of science achievement (%) is the share of 4th grade students scoring at least 400 on the science assessment. Students reaching this benchmark show limited understanding of scientific concepts and limited knowledge of foundational science facts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Mean performance on the science scale for fourth grade students, male is the average scale score for male 4th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Mean performance on the science scale for eighth grade students, total is the average scale score for 8th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Eighth grade students reaching the advanced international benchmark of science achievement (%) is the share of 8th grade students scoring at least 625 on the science assessment. Students at this benchmark can communicate understanding of concepts related to biology, chemistry, physics, and Earth science in a variety of contexts. Students can classify animals into taxonomic groups. They can apply knowledge of cell structures and their functions. Students show some understanding of diversity, adaptation, and natural selection. They also recognize the interdependence of populations of organisms in an ecosystem. Students demonstrate knowledge of the composition of matter and the periodic table of the elements. Students use physical properties of matter to sort, classify, and compare substances and materials. They also recognize evidence that a chemical reaction has occurred. Students communicate understanding of particle spacing and motion in different physical states. Students apply knowledge of energy transfer and electrical circuits, can relate the properties of light and sound to common phenomena, and demonstrate understanding of forces in everyday contexts. Students communicate understanding of Earth’s structure, physical features, and processes. They demonstrate knowledge of the Earth’s resources and their conservation. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Eighth grade students who did not reach the low international benchmark of science achievement (%) is the share of 8th grade students scoring below 400 on the science assessment. It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Mean performance on the science scale for eighth grade students, female is the average scale score for female 8th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Eighth grade students reaching the high international benchmark of science achievement (%) is the share of 8th grade students scoring at least 550 on the science assessment. Students at this benchmark can apply understanding of concepts from biology, chemistry, physics, and Earth science. Students can apply knowledge of the characteristics of groups of animals, life processes in humans, cells and their functions, genetic inheritance, ecosystems, and nutrition. Students show some knowledge and understanding of the composition and properties of matter and chemical reactions. They can apply basic knowledge of energy transformation and transfer, electrical circuits, properties of magnets, light, sound, and forces. They can apply knowledge of Earth’s physical features, processes, cycles, and history, and show some understanding of Earth’s resources and their use. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Eighth grade students reaching the intermediate international benchmark of science achievement (%) is the share of 8th grade students scoring at least 475 on the science assessment. Students at this benchmark can show and apply some knowledge of biology and the physical sciences. Students demonstrate some knowledge of characteristics of animals and apply knowledge of ecosystems. They show some knowledge of the properties of matter, chemical changes, and a few physics concepts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Eighth grade students reaching the low international benchmark of science achievement (%) is the share of 8th grade students scoring at least 400 on the science assessment. Students at this benchmark show limited understanding of scientific principles and concepts and limited knowledge of science facts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Mean performance on the science scale for eighth grade students, male is the average scale score for male 8th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

Age at which students would enter early childhood education.

Population of the age-group theoretically corresponding to pre-primary education as indicated by theoretical entrance age and duration.

Number of grades (years) in early childhood education.

TIMSS: Mean performance on the mathematics scale for fourth grade students, total is the average scale score for 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Fourth grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers. Students at this level show an increasing understanding of fractions and decimals. They can apply knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can interpret and represent data to solve multi-step problems. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Fourth grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Mean performance on the mathematics scale for fourth grade students, female is the average scale score for female 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

Male population of the age-group theoretically corresponding to pre-primary education as indicated by theoretical entrance age and duration.

TIMSS: Fourth grade students reaching the high international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Fourth grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Fourth grade students reaching the low international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some basic mathematical knowledge. They can add, subtract, multiply, and divide one- and two-digit whole numbers. They can solve simple word problems. They have some knowledge of simple fractions and common geometric shapes. Students can read and complete simple bar graphs and tables. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Eighth grade students reaching the high international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations. They can solve problems with fractions, decimals, ratios, and proportions. Students at this level show basic procedural knowledge related to algebraic expressions and equations. They can solve a variety of problems with angles, including problems involving triangles, parallel lines, rectangles, and congruent and similar figures. Students can interpret data in a variety of graphs and solve simple problems involving outcomes and probabilities. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Eighth grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in a variety of situations. They can solve problems involving whole numbers, negative numbers, fractions, decimals, and ratios. Students have some basic knowledge about properties of two-dimensional shapes. They can read and interpret data in graphs and have some rudimentary knowledge of probability. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Eighth grade students reaching the low international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some knowledge of whole numbers and basic graphs. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Fourth grade students reaching the advanced international benchmark of science achievement (%) is the share of 4th grade students scoring at least 625 on the science assessment. Students reaching this benchmark can communicate their understanding of life, physical, and Earth sciences and demonstrate some knowledge of the process of scientific inquiry. Students demonstrate knowledge of characteristics and life processes of a variety of organisms. They can communicate understanding of relationships in ecosystems and interactions between organisms and their environment. They communicate understanding of properties and states of matter and physical and chemical changes. Students communicate understanding of Earth’s physical characteristics, processes, and history and show knowledge of Earth’s revolution and rotation. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Fourth grade students who did not reach the low international benchmark of science achievement (%) is the share of 4th grade students scoring below 400 on the science assessment. The indicator is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

TIMSS: Mean performance on the science scale for fourth grade students, female is the average scale score for female 4th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

Official age when students should enter compulsory education assuming they start at the official entrance age for the lowest level of education, study full-time throughout and progressed through the system without repeating or skipping a grade. The theoretical entrance age to a given programme or level is typically, but not always, the most common entrance age.

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

Average score of 15-year-old students on the PISA mathematics scale. The metric for the overall mathematics scale is based on a mean for OECD countries of 500 points and a standard deviation of 100 points. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

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

Average score of 15-year-old male students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

Average score of 15-year-old female students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

Average score of 15-year-old students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

Average score of 15-year-old students on the PISA reading scale. The metric for the overall reading scale is based on a mean for participating OECD countries set at 500, with a standard deviation of 100. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

Average score of 15-year-old male students on the PISA mathematics scale. The metric for the overall mathematics scale is based on a mean for OECD countries of 500 points and a standard deviation of 100 points. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

Average score of 15-year-old female students on the PISA mathematics scale. The metric for the overall mathematics scale is based on a mean for OECD countries of 500 points and a standard deviation of 100 points. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

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

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

Average score of 15-year-old female students on the PISA reading scale. The metric for the overall reading scale is based on a mean for participating OECD countries set at 500, with a standard deviation of 100. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

Average score of 15-year-old male students on the PISA reading scale. The metric for the overall reading scale is based on a mean for participating OECD countries set at 500, with a standard deviation of 100. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

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.

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

Gross intake ratio in first grade of primary education is the number of new entrants in the first grade of primary education regardless of age, expressed as a percentage of the population of the official primary entrance age.

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

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.

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Ratio of female school life expectancy to the male school life expectancy. 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.

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

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

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

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

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

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

Total number of female students enrolled in public and private primary education institutions regardless of age.

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

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

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

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

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

Male population of the age-group theoretically corresponding to tertiary education as indicated by theoretical entrance age and duration.

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

Total number of students enrolled in public and private tertiary education institutions in programmes on the bachelors or equivalent (ISCED 6) level.

Population of the age-group theoretically corresponding to tertiary education as indicated by theoretical entrance age and duration.

Total number of female students enrolled in public and private tertiary education institutions in programmes on the bachelors or equivalent (ISCED 6) level.

Number of adolescents of official lower secondary school age who are not enrolled in lower secondary school expressed as a percentage of the population of official lower secondary school age.

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

Female population of the age-group theoretically corresponding to tertiary education as indicated by theoretical entrance age and duration.

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

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

Total number of students enrolled in public and private tertiary education institutions in programmes on the doctoral or equivalent (ISCED 8) level.

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

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

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

The number of students of the official age for primary education is subtracted from the total population of the same age. The result is expressed as a percentage of the population of the official age for primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/

Total number of female students enrolled in public and private tertiary education institutions in programmes on the doctoral or equivalent (ISCED 8) level.

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

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

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.

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

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

Total 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.

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

Over-age students are the percentage of those enrolled who are older than the official school-age range for primary education.

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.

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

Total number of female students enrolled in public and private tertiary education institutions in programmes on the masters or equivalent (ISCED 7) level.

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

Total number of students enrolled in public and private tertiary education institutions in programmes on the masters or equivalent (ISCED 7) level.

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

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

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

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.

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

Total number of students enrolled in public and private upper secondary education institutions regardless of age.

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

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

Net intake rate in grade 1 is the number of new entrants in the first grade of primary education who are of official primary school entrance age, expressed as a percentage of the population of the corresponding age.

Total number of female students enrolled in public and private pre-primary education institutions (ISCED 0.2) regardless of age. Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years; and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1.

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

Total number of students enrolled in public and private lower secondary education institutions regardless of age.

Total number of students enrolled in public and private pre-primary education institutions (ISCED 0.2) regardless of age. Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years; and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1.

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.

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

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

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

Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.

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

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

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

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

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

Over-age students are the percentage of those enrolled who are older than the official school-age range for primary education.

Over-age students are the percentage of those enrolled who are older than the official school-age range for primary education.

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

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

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

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

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

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

Total number of female teachers in public and private lower secondary education institutions (ISCED 2). 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.

Total number of teachers in public and private lower secondary education institutions (ISCED 2). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.

Primary completion rate is the percentage of students completing the last year of primary school. The rate based on completers is calculated by taking the total number of completers in the last grade of primary school divided by the total number of children of official graduation age.

Primary completion rate is the percentage of students completing the last year of primary school. The rate based on completers is calculated by taking the total number of completers in the last grade of primary school divided by the total number of children of official graduation age.

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

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

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.

Number of female teachers at the pre-primary level expressed as a percentage of the total number of teachers (male and female) at the pre-primary 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.

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

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

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

Preprimary school pupil-teacher ratio is the average number of pupils per teacher in preprimary school.

The Out-of-School adjustment in our Learning Poverty indicator relies on enrollment data. Our preferred definition is the adjusted net primary enrollment as reported by UIS.

The Out-of-School adjustment in our Learning Poverty indicator relies on enrollment data. Our preferred definition is the adjusted net primary enrollment as reported by UIS.

Primary completion rate is the percentage of students completing the last year of primary school. The rate based on completers is calculated by taking the total number of completers in the last grade of primary school divided by the total number of children of official graduation age.

This indicator uses on Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments.

This indicator uses on Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments.

Number of female teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the lower secondary level in the given country, expressed as a percentage of the total number of female teachers at the lower secondary level.

Fourth grade students reaching the intermediate international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 475 on the reading assessment. When reading Literary Texts, students at the intermediate benchmarking level can A) Retrieve and reproduce explicitly stated actions, events, and feelings, B) Make straightforward inferences about the attributes, feelings, and motivations of main characters, C) Interpret obvious reasons and causes and give simple explanations, and D) Begin to recognize language features and style. When reading Informational Texts, students at the informational level can A) Locate and reproduce two or three pieces of information from within the text, and B) Use subheadings, text boxes, and illustrations to locate parts of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Intermediate Benchmark was called the "Median Benchmark" (50th percentile score or median), which corresponded to a scale score of 510. The 2001 data in this database were recalculated based on a 475 Intermediate Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/

Fourth grade students reaching the high international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 550 on the reading assessment. When reading Literary Texts, students at the high benchmarking level can A) Locate and distinguish significant actions and details embedded across the text, B) Make inferences to explain relationships between intentions, actions, events, and feelings, and give text-based support, C) Interpret and integrate story events and character actions and traits from different parts of the text, D) Evaluate the significance of events and actions across the entire story, and E) Recognize the use of some language features (e.g., metaphor, tone, imagery). When reading Informational Texts, students at this benchmarking level can: A) Locate and distinguish relevant information within a dense text or a complex table, B) Make inferences about logical connections to provide explanations and reasons, C) Integrate textual and visual information to interpret the relationship between ideas, and D) Evaluate content and textual elements to make a generalization. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the High Benchmark was called the "Upper Quarter Benchmark" or 75th percentile score, which corresponded to a scale score of 570. The 2001 data in this database were recalculated based on a 550 High Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/

Fourth grade students reaching the advanced international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 625 on the reading assessment. When reading Literary Texts, students at the advanced international benchmarking level can: A) Integrate ideas and evidence across a text to appreciate overall themes, and B) Interpret story events and character actions to provide reasons, motivations, feelings, and character traits with full text-based support. When reading Informational Texts, students at the advanced international benchmark can A) Distinguish and interpret complex information from different parts of text, and provide full text-based support, B) Integrate information across a text to provide explanations, interpret significance, and sequence activities, and C) Evaluate visual and textual features to explain their function. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Advanced benchmark was called the "Top 10% Benchmark" (90th percentile score), which corresponded to a scale score of 615. The 2001 data in this database were recalculated based on a 625 Advanced Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/

Mean performance on the reading scale for fourth grade students. Total is the average scale score for fourth graders on the PIRLS reading assessment. The scale centerpoint is 500. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/

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.

Number of females of official lower secondary school age who are not enrolled in lower secondary school expressed as a percentage of the female population of official lower secondary school age.

Primary school pupil-teacher ratio is the average number of pupils per teacher in primary school.

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

Total number of female teachers in public and private upper secondary education institutions (ISCED 3). 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.

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

Number of female teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the upper secondary level in the given country, expressed as a percentage of the total number of female teachers at the upper secondary level.

Number of teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the lower secondary level in the given country, expressed as a percentage of the total number of teachers at the lower secondary level.

Total number of teachers in public and private upper secondary education institutions (ISCED 3). 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.

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.

Number of teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the upper secondary level in the given country, expressed as a percentage of the total number of teachers at the upper secondary level.

Number of males of official lower secondary school age who are not enrolled in lower secondary school expressed as a percentage of the male population of official lower secondary school age.

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.

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

Number of male teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the upper secondary level in the given country, expressed as a percentage of the total number of male teachers at the upper secondary level.

Mean performance on the reading scale for fourth grade students. Male is the average scale score for male fourth graders on the PIRLS reading assessment. The scale centerpoint is 500. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/

Number of male teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the lower secondary level in the given country, expressed as a percentage of the total number of male teachers at the lower secondary level.

Fourth grade students reaching the low international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 400 on the reading assessment. When reading Literary Texts, students at the low benchmarking level can locate and retrieve an explicitly stated detail. When reading Informational Texts, students at the low benchmark can locate and reproduce explicitly stated information that is at the beginning of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Low Benchmark was called the "Lower Quarter Benchmark" (25th percentile score), which corresponded to a scale score of 435. The 2001 data in this database were recalculated based on a 400 Low Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/

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

Mean performance on the reading scale for fourth grade students. Female is the average scale score for female fourth graders on the PIRLS reading assessment. The scale centerpoint is 500. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/

Fourth grade students who did not reach the low international benchmark in reading achievement (%) is the share of fourth grade students who did not score at least 400 on the reading assessment. These figures were calculated by the World Bank EdStats team by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/

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

Population, age 4, male refers to the male population at the specified age.

Population, ages 13-17, total is the total population age 13-17.

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

Population, ages 14-18, male is the total number of males age 14-18.

Population, ages 13-18, female is the total number of females age 13-18.

Population, ages 14-18, female is the total number of females age 14-18.

Population, ages 13-19, total is the total population age 13-19.

Population, ages 13-19, male is the total number of males age 13-19.

Population, ages 13-19, female is the total number of females age 13-19.

Population, ages 13-18, male is the total number of males age 13-18.

Population, ages 13-18, total is the total population age 13-18.

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

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

Population, ages 11-17, male is the total number of males age 11-17.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 5-9, total is the total population age 5-9.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 5-10, female is the total number of females age 5-10.

Population, age 19, male refers to the male population at the specified age.

Population, ages 5-10, male is the total number of males age 5-10.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 11-17, total is the total population age 11-17.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 7-10, male is the total number of males age 7-10.

Population, age 18, male refers to the male population at the specified age.

Population, ages 5-11, female is the total number of females age 5-11.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 5-11, total is the total population age 5-11.

Population, ages 6-9, total is the total population age 6-9.

Population, age 17, male refers to the male population at the specified age.

Population, age 2, male refers to the male population at the specified age.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 3-5, male is the total number of males age 3-5.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 3-5, total is the total population age 3-5.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Gross intake ratio in first grade of primary education is the number of new entrants in the first grade of primary education regardless of age, expressed as a percentage of the population of the official primary entrance age.

Population, age 15, male refers to the male population at the specified age.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Gross intake ratio in first grade of primary education is the number of new entrants in the first grade of primary education regardless of age, expressed as a percentage of the population of the official primary entrance age.

Population, age 14, male refers to the male population at the specified age.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 13-16, male is the total number of males age 13-16.

Population, age 13, male refers to the male population at the specified age.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 11-18, female is the total number of females age 11-18.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 11-18, male is the total number of males age 11-18.

Population, age 12, male refers to the male population at the specified age.

Population, ages 12-15, female is the total number of females age 12-15.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 12-15, male is the total number of males age 12-15.

Population, age 11, male refers to the male population at the specified age.

Population, ages 12-15, total is the total population age 12-15.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 12-16, female is the total number of females age 12-16.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 12-16, male is the total number of males age 12-16.

Population, age 10, male refers to the male population at the specified age.

Population, ages 12-16, total is the total population age 12-16.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 12-17, female is the total number of females age 12-17.

Population, age 9, male refers to the male population at the specified age.

Population, ages 12-17, male is the total number of males age 12-17.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 12-17, total is the total population age 12-17.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 12-18, female is the total number of females age 12-18.

Population, ages 15-24, total is the total population age 15-24.

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

Population, ages 12-18, male is the total number of males age 12-18.

Population, ages 15-24, male is the total number of males age 15-24.

Population, ages 12-18, total is the total population age 12-18.

Population, ages 15-24, female is the total number of females age 15-24.

Population, ages 13-16, female is the total number of females age 13-16.

Population, ages 14-19, total is the total population age 14-19.

Population, ages 14-19, male is the total number of males age 14-19.

Population, ages 14-19, female is the total number of females age 14-19.

Population, ages 13-17, female is the total number of females age 13-17.

Population, ages 14-18, total is the total population age 14-18.

Population, ages 13-17, male is the total number of males age 13-17.

Population, age 16, male refers to the male population at the specified age.

Population, ages 7-11, male is the total number of males age 7-11.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, age 5, male refers to the male population at the specified age.

Population, age 6, male refers to the male population at the specified age.

Population, age 0, male refers to the male population at the specified age.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

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

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 13-16, total is the total population age 13-16.

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

Net intake rate in grade 1 is the number of new entrants in the first grade of primary education who are of official primary school entrance age, expressed as a percentage of the population of the corresponding age.

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

Population, ages 7-11, female is the total number of females age 7-11.

Population, age 1, male refers to the male population at the specified age.

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

Population, ages 7-13, total is the total population age 7-13.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Net intake rate in grade 1 is the number of new entrants in the first grade of primary education who are of official primary school entrance age, expressed as a percentage of the population of the corresponding age.

Population, ages 7-12, total is the total population age 7-12.

Population, ages 10-14, male is the total number of males age 10-14.

Population, ages 10-14, total is the total population age 10-14.

Population, age 20, male refers to the male population at the specified age.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 10-15, female is the total number of females age 10-15.

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

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 10-15, male is the total number of males age 10-15.

Population, ages 5-9, female is the total number of females age 5-9.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 10-15, total is the total population age 10-15.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 10-16, female is the total number of females age 10-16.

Population, ages 10-14, female is the total number of females age 10-14.

Population, age 21, male refers to the male population at the specified age.

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

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Share of the youth illiterate population that is female.

Population, ages 6-10, female is the total number of females age 6-10.

Population, age 25, male refers to the male population at the specified age.

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

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

Population, ages 11-18, total is the total population age 11-18.

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

Population, ages 10-16, male is the total number of males age 10-16.

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.

Population, ages 10-16, total is the total population age 10-16.

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.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

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.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 3-5, female is the total number of females age 3-5.

Population, ages 10-17, female is the total number of females age 10-17.

Population, ages 7-12, male is the total number of males age 7-12.

Population, ages 10-17, male is the total number of males age 10-17.

Population, ages 10-17, total is the total population age 10-17.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, age 3, male refers to the male population at the specified age.

Population, ages 10-18, female is the total number of females age 10-18.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

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

Population, ages 7-12, female is the total number of females age 7-12.

Population, ages 4-6, total is the total population age 4-6.

Population, ages 10-18, male is the total number of males age 10-18.

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

Population, ages 6-9, female is the total number of females age 6-9.

Population, ages 4-6, male is the total number of males age 4-6.

Population, ages 10-18, total is the total population age 10-18.

Population, ages 6-9, male is the total number of males age 6-9.

Population, ages 11-15, female is the total number of females age 11-15.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 7-9, female is the total number of females age 7-9.

Population, ages 11-15, male is the total number of males age 11-15.

Population, ages 11-15, total is the total population age 11-15.

Population, ages 7-11, total is the total population age 7-11.

Population, ages 5-11, male is the total number of males age 5-11.

Population, age 7, male refers to the male population at the specified age.

Population, ages 11-16, female is the total number of females age 11-16.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 4-6, female is the total number of females age 4-6.

Population, ages 11-16, male is the total number of males age 11-16.

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

Population, ages 7-13, female is the total number of females age 7-13.

Population, ages 7-13, male is the total number of males age 7-13.

Population, ages 5-10, total is the total population age 5-10.

Population, ages 5-9, male is the total number of males age 5-9.

Population, ages 11-16, total is the total population age 11-16.

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

Population, ages 11-17, female is the total number of females age 11-17.

Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Population, ages 6-12, total is the total population age 6-12.

Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.

Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.

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

Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.

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

Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.

Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.

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

Percentage of a cohort of students enrolled in the first grade of primary education in a given school year who are expected to reach grade 4, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of primary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of primary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.

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

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

Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.

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

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

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

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

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

The number of male students of the official age for primary education is subtracted from the total male population of the same age. The result is expressed as a percentage of the male population of the official age for primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/

The number of female students of the official age for primary education is subtracted from the total female population of the same age. The result is expressed as a percentage of the female population of the official age for primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/

Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.

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

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

Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.

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

Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.

Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.

Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.

Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.

Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.

Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.

Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.

Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.

Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.

Ratio of female survival rate to the last grade of primary education to the male survival rate to the last grade of primary 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.

Ratio of female survival rate to grade 5 to the male survival rate to grade 5. 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.

Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.

Percentage of a cohort of male students enrolled in the first grade of primary education in a given school year who are expected to reach grade 4, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of primary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of primary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.

Percentage of a cohort of female students enrolled in the first grade of primary education in a given school year who are expected to reach grade 4, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of primary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of primary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.

Ratio of female survival rate to grade 4 to the male survival rate to grade 4. 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.

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

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

Percentage of female population age 15-19 with primary schooling. Total (Incomplete and Completed Primary)

Average years of total schooling, 15+, female is the average years of education completed among females over age 15.

Average years of total schooling, 20-24, total is the average years of education completed among people age 20-24.

Average years of total schooling, 20-24, female is the average years of education completed among females age 20-24.

Average years of total schooling, 25-29, total is the average years of education completed among people age 25-29.

Average years of total schooling, 25-29, female is the average years of education completed among females age 25-29.

Average years of total schooling, 25+, total is the average years of education completed among people over age 25.

Average years of total schooling, 25+, female is the average years of education completed among females over age 25.